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THE UNITED STATES 

ITS HISTORY, GOVERNMENT 
AND INSTITUTIONS 






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COPYRIGHT DEPOSm 



THE UNITED STATES 

ITS HISTORY, GOVERNMENT 

AND INSTITUTIONS 




George Washington, "Thl r'ATULU uv His Counthy 



THE UNITED STATES 

ITS HISTORY, GOVERNMENT 
AND INSTITUTIONS 



BY 

DANIEL HOWARD, A.M. 

SUPKRINTENDENT OF SCHOOLS, DIRECTOR OF AMERICANIZATION, 
WINDSOR, CONNECTICUT 

AND 

SAMUEL J. BROWN 

ASSISTANT PRINCIPAL, EVENING SCHOOL 32, NEW TORK CITY," 

FORMERLY SUPERVISOR OF INSTRUCTION AND IN CHARGE 

OF TEACHER TRAINING, EVENING SCHOOL DIVISION, 

CONNECTICUT STATE BOARD OF EDUCATION 




ILLUSTRATED 



NEW YORK 
D. APPLETON AND COMPANY 



/7S 



COPYRIGHT, 1922, BY 

D APPLETON AND COMPANY 



PRINTED IN THE UNITED STATES OF AMERICA 



APn 25 IS22 
0)C!.A661407 



DEDICATED TO 

THE UNSELFISH MOULDERS OF TRUE CITIZENS 

THE PUBLIC SCHOOL TEACHERS 
OF THE UNITED STATES 



PREFACE 

This book is the outgrowth of many years of practical 
experience in educational work among our immigrant 
population. Much of the material found here has been 
written to meet the needs of classes conducted under the 
supervision of one or other of the authors. It has been 
tested thoroughly in the evening schools of several cities 
and towns and enthusiastically endorsed. Thus the 
authors have been encouraged to revise and enlarge the 
scope of the lessons and to make them available for gen- 
eral use. 

The work has been carried out in the hope that it may 
contribute to inspiring a love for, and a knowledge of, 
American history, government, and institutions on the 
part of our future citizens. It aims to be a reader ex- 
pressed in simple language for students beyond the ele- 
mentary grade. It does not pretend to be an exhaustive 
treatise upon any one of the important topics with which 
it deals. It is not written to present a vast body of dry 
facts, but the authors have aimed to put into interesting 
and intelligible form a sufficient number of fundamental 
facts about the history of our country and its government 
and institutions to give those who read the book an in- 
telligent and adequate conception of what our country 
is and what it stands for. The authors believe that along 
with such a conception there will develop a love for the 
country itself and an appreciation of the principles upon 
which the stability and worth of its government are seen 
to depend. 

The book is the joint effort of two men whose long 



Viii PREFACE 

acquaintance with the educational and other needs of our 
immigrant population has given them sympathy with the 
immigrants, led them to a high appreciation of the excel- 
lent qualities found in a vast majority of these citizens 
in the making, and stimulated their desire to give our 
newcomers a really helping and guiding hand. The ma- 
terial presented is designed to give these people a proper 
knowledge of their civic rights, duties, and obligations. 
To help promote their prosperity and happiness and to 
aid them in making their proper contribution to the wel- 
fare of the America of the future is to the authors a 
real joy. 

The book is submitted to the public in the hope that 
it may abundantly justify its existence and have an honor- 
able part in helping to supply the need that caused it 
to be written. 

D. H. 

S. J. B. 



SUGGESTIONS TO TEACHERS 

Interest is the key to success in teaching. If you can 
lead your pupils to become interested in their studies, 
they will learn. If, in addition, these studies deal with 
the most fundamental and the most important things in 
their lives, then you have a task supreme in importance 
and unparalleled in inspiration and attraction. 

The teacher of foreign-born pupils or of ambitious 
natives whose early years were spent where the oppor- 
tunities and advantages of education were not given them 
in liberal measure has an enviable privilege in these re- 
spects. You, fellow teachers, have this privilege in your 
opportunity to interest and instruct your pupils in the 
fundamental subject of their right relations to their daily 
tasks, their families, their friends, their neighbors, and 
the industrial, social, and political organization and ad- 
ministration of their local community and their state and 
nation. 

The ultimate goal of this instruction is the development 
of intelligent, vigorous, active, patriotic American citizen- 
ship. The future welfare of your particular state and of 
our great nation as a whole is identified in large measure 
Avith the welfare of the foreign-born men, women, and 
children who constitute so large a part of our population. 
These must receive particular attention. 

The present and the future are the result and outgrowth 
of the past. Therefore, seek first to know the past life of 
your pupils, whether that life has been lived in distant 
lands or in the less favored portions of our own land. 
Use this as the foundation upon which to build the future 
interests, ideals, and purposes of your pupils. Disparage 



X SUGGESTIONS TO TEACHERS 

nothing that is good in the traditions of the life behind 
them. Displace everything that is undesirable in the old 
life by making attractive, appreciated, and loved the 
ideals of the new American life into which it is your 
happy privilege to lead them. Seek also to learn with 
equal care all that concerns the present life of your 
pupils in the home, in the shop, in society. Learn their 
likes and dislikes, their interests and aversions. Then 
lead by friendly advice and skillful suggestion to a know- 
ledge of the best and wisest conduct on all occasions. 
Teach the foundation principles of health, morals, be- 
havior, and duty as essentials for personal success and 
happiness as well as good citizenship. 

In taking up the chapters on the institutions and gov- 
ernment of the United States, compare the past and 
present experiences of your pupils with the experiences 
that the future is likely to bring in the process of adjust- 
ing their lives to the government and institutions under 
which they are henceforth to live. Deal little with ab- 
stract principles, but much with concrete and personal 
application of the principles that must direct their lives 
as good citizens. Let the pupils themselves apply the 
principles you teach to the life of the community in which 
they live. Lead them to see the significance and the 
worth to them personally and to the community generally 
of law and order, of schools and libraries, and of the 
agencies by which education, government, and social cus- 
toms are guided and supported. Show your pupils that 
their best interests agree with the interests of their neigh- 
bors, that their happiness and welfare are promoted most 
and best when their fellows are also made happy, contented, 
and prosperous. Goodwill and friendship are the cement 
of good government and the surest guarantee of private 
prosperity and happiness. 

Avoid the purely catechism method of training your 



SUGGESTIONS TO TEACHERS Ki 

pupils for the naturalization tests. The organization of 
the Federal and state governments should be taught 
directly from copies of their respective constitutions in 
the hands of the pupils. The material herein presented 
has been designed to furnish our future citizens with an 
intelligent understanding of the history and the principles 
of our government. The Federal naturalization laws re- 
quire that applicants for citizenship be familiar with this 
nuiterial. Your pupils will seek such information. During 
the school year conduct mock naturalization hearings as 
realistically as they can be made. Fellow pupils should 
act as Avitnesses for applicants for naturalization. The 
teacher, of course, should be familiar with the manner 
in which such hearings are actually conducted in court. 

The method of instruction should be based on observa- 
tion of the making and the working of laws in your com- 
munity as well as in the nation, and developed through 
class discussions. Let the pupils do most of the talking. 
Reading should be supplementary. Bring into the class- 
rooms newspapers, clippings containing announcements of 
legislation, documents, ballots, pictures, and everything 
available that A\ill help make more vivid and real the 
conceptions you wish to develop. 

Seek through the recitation evidence that your efforts 
to impart information and guidance have been successful. 
Questions have been provided for this purpose at the close 
of each chapter. From time to time invite speakers to 
explain to your pupils the work of various government 
departments and to give inspirational talks. In order to 
teach simple parliamentary procedure, have a class or- 
ganization with elected officers. 

Always assume that your pupils are honest, sincere, 
worthy of your best efforts, and destined to play an im- 
portant and honorable place in the life of their and your 
United States of America. 



CONTENTS 

PAGE 

PREFACE vii 

SUGGESTIONS TO TEACHERS ix 

Introduction 3 



PART I 
AMERICAN HISTORY 

CHAPTER 

I. Columbus and the Discovery of America 7 

II. Early Spanish Explorers 15 

III. Fernando De Magellan 19 

IV. English Explorers 22 

V. French Explorers 25 

VI. Settlements in the United States 29 

VII. The First Written Constitution 44 

VIII. Life in the Colonies 48 

IX. Wars With the French Colonies 59 

X. Early Life of George Washington 65 

XI. Causes of the Revolution 70 

XII. The Revolutionary War 73 

XIII. Nathan Hale 87 

XIV. Some Good Friends of America 96 

XV. President Washington 100 

XVI. Thomas Jefferson 104 

XVII. Benjamin Franklin 109 

XVIII. The War for the Freedom of the Seas. 117 

XIX. The Mexican War 120 

XX. Abraham Lincoln 122 

XXI. Ulysses S. Grant 131 

XXII. William McKinley 137 

XXIII. Theodore Roosevelt 142 

XXIV. Great American Achievements 150 

XXV. America in the World War 160 

xiii 



xiv CONTENTS 

PART II 
AMERICAN GOVERNMENT 

CHAPTER PAGE 

I. The Constitution of the United States 179 

II. The Legislative Department 203 

III. The Executive Department 217 

IV. The Judicial Department 229 

V. State and Local Government 232 

VI. City or Municipal Government 244 

VII. Political Parties 255 

VIII. Law and Justice 263 

IX. Education 270 

X. Useful and Respected Citizens 284 

XI. Naturalization 294 

XII. Religion 306 

XIII. Employment 308 

XIV. Business Methods 314 

XV. The United States Postal Service 323 

XVI. Days to Remember 333 

XVII. The United States Flag 334 

index 341 



THE UNITED STATES 

ITS HISTORY, GOVERNMENT 

AND INSTITUTIONS 





Flag of the free heart's hope and home, 
By Angel hands to valor given; 

Thy stars have lit the welkin dome, 
And all thy hnes were born in heaven. 
— Joseph Hodmax Drake. 



Dear Reader : 

You love the American fiajr. We know 
this because we know that you love America 
and want to learn to read its history. The 
history that has made America is tlic same 
history that has made its flag. Therefore, 
where this book tells you about the one, it 
tells about the other. 

When vou learn how America has grown, 
YOU learn how the flag has grown. When 
you learn what America stands for, you 
learn what the flag stands for. 



4 THE UNITED STATES 

This flag stands for everything that we love. It stands 
for freedom ; it stands for opportunity ; it stands for a 
government under whicli the people make their own laws 
and choose the men and women whom they want to govern 
them. 

Let us read the following pages together. They tell us 
liow our country came to be what it is. They tell us of 
the hardships and struggles, the achievements and suc- 
cesses of those who have helped to make the United States 
of America. They show us why it is a good country to 
live in. They show us also how we can help to make 
our good country a still better one. We hope you will 
enjoy reading and studying what we have enjoyed 
writing. 

The Authors 



PART I 
AMERICAN HISTORY 



CHAPTER I 

COLUMBUS AND THE DISCOVERY OF AMERICA 

Columbia, Columbia, to glory arise, 

The queen of the world and the child of the skies. 

— Timothy Dwight. 

Knowledge of the World in the Fifteenth Centunj. — The 
real history of America began when the New World was 
discovered by Christopher Columbus in 1492. Fifty years 
before that time the inhabitants of Europe knew very 
little about any peoples outside their owai continent. They 
knew something about the countries of northern Africa, 
because those countries bordered on the Mediterranean 
Sea. It was easy for the Europeans to visit them in 
their boats. They also knew something about India, for 
European traders purchased all sorts of goods that were 
brought to them from India and beyond. 

Marco Polo. — Marco Polo, a traveler from Venice, had 
returned to Europe in 1295 with wonderful stories about 
the countries he had visited in Asia. He had spent many 
years in China and had learned something of Japan. 
Such stories furnished all the information that Europeans 
had about distant countries. No ships then crossed the 
Atlantic Ocean, and no man in Europe knew that America 
existed. 

How did Europeans happen to discover this New World ? 
They did it while trying to find a new route to India. 

Trade with India. — Before the year 1453 three routes 
between Europe and Asia were used by the traders. The 
merchants of Genoa used one. Their ships went to Con- 

7 



8 



THE L'NITED STATES 



stantinople, where they met traders that had come over- 
land by caravan from Central Asia. These caravans 
brought silks, spices, perfumes, pearls, and precious stones 
from India and neighboring countries. The mercliants of 
Venice used the other two routes. Some of their vessels 
went to Alexandria and Cairo, in Egypt, where they 
met traders who brought them goods received from India 
by way of the Red Sea and the waters beyond. Others 




Xofthern or Genoese Koute 

MiiliUe Route 

Southern or Venetian Route — 



:.--^' INDIAN 

' f o c E A $r 



Trade Routes between Europe and the East in the 
Fifteenth Century 

went to Antioch, where they met caravans that had come 
from the head of the Persian Gulf across the Arabian 
desert. 

In 1453 the Turks from Asia captured the city of 
Constantinople. The Turks were enemies of the Chris- 
tians, and they would not let the ships of Genoa come 
to their city to trade with the caravans. So the trade 
of Genoa was ruined. The Turks continued to move by 
land and sea towards tlie Red Sea. Venice saw that in 
a few years her route Avould be in the hands of the Turks 



THE DISCOVERY OF AMERICA 9 

and her trade also would be ruined. The people of 
Europe knew that they must stop trading with India or 
find a new route to that country. 

The king of Portugal thought that ships could go 
around Africa and reach India in that way. He did not 
think that Africa was as large as it really is. When his 
sailors went a long distance down the west coast without 
coming to the end, they became frightened and discour- 
aged and returned home. They feared they could never 
reach India in that way, and even if they could, they 
thought the route would be too long and dangerous. They 
wondered whether anyone could find a shorter route. 

Columhus. — Christopher Columbus said he believed he 
could find a shorter way to India by sailing west 
across the Atlantic Ocean. Nearly everybody thought 
this a foolish idea. There were a few learned men in 
Europe who believed the earth to be round like a ball. 
Columbus had studied geography, and he, too, believed 
the earth to be round. Most people at this time, however, 
were positive that the earth was fiat like the top of a 
table. When one reached the edge of it, down he 
dropped. No one knew where he went. 

If the earth were round, Columbus was sure a ship 
could sail around it and reach countries on the other 
side of it. So he felt certain that he could find India in 
that way. He was a sailor and had made many voyages. 
He was not afraid to sail out upon the great ocean where 
no ship had ever sailed before. 

But Columbus was a poor man. He had no money 
and no ships. He asked the people of his native city, 
Genoa, to help him, but they thought he was crazy. Then 
he went to Portugal to get help from the king of that 
country. The king would do nothing for him. He next 
went to Spain and for eight years tried to get help from 
Ferdinand and Isabella, then king and queen. The learned 



10 THE UNITED STATES 

men laughed at him, and tlie king and queen could not 
be interested because they were too busy with their war 
against the Moors, who still held a part of their country. 
When at last the war Avas over, they had more time to 
listen to Columbus, but he could not persuade them to 
help him. He was discouraged and decided to go to 
France. But just as he was about to set out, some friends 
sent for him. They had persuaded Queen Isabella to give 
him help. Other friends in Palos lent him money, and 
soon he had three small ships ready to sail. He had much 
trouble in finding sailors brave enough to go with him. 
Few people would take such an aAvful risk. But at last 
ninety sailors and thirty adventurers and priests agreed 
to go. 

They sailed from Palos, Spain, on August 3rd, 1492. "When 
they had sailed for Aveeks and weeks and found no land, 
the sailors were afraid. They thought they would never 
see home again. Columbus encouraged them to go on 
and on until, on the morning of October 12th, they 
reached an island. How happy they were ! Columbus 
and many of his men went ashore. Kneeling, he kissed 
the ground, while tears of joy ran down his cheeks. Then 
he raised a cross and the royal banner of Spain and took 
possession of the land in the name of Ferdinand and 
Isabella. The island was one of the Bahamas. Columbus 
named it San Salvador. He thought that he had reached 
India. So he called the people whom he found there 
"Indians." For three months he explored the waters 
near San Salvador, discovering many islands. The largest 
of these were Cuba and Haiti. Everywhere he went he 
asked for spices, gold, and precious stones, but he could 
find only a few gold ornaments worn by the natives in 
their noses. These they gladly gave to the Spaniards in 
exchange for beads and bells. 

In January, 1493, Columbus left about forty of his 



THE DISCOVERY OF AMERICA 11 

men on the island of Haiti and sailed back to Spain. Tlie 
people Avere Avild with joy when they heard of his dis- 
covery. AVherever lie went bells were rung and crowds 
of people gathered to see him. The king and queen 
listened to his story and saw the gold, the strange birds 
and new plants, and the nine Indians that he had brought 
witii liim. Then they fell on their knees and thanked God 




Columbus Taking Possession of the New World in the Name of 
THE King and Queen of Spain 

for Avhat Columbus had done for their kingdom. They at 
once claimed for Spain all the lands that had been dis- 
covered. 

Later Voyages. — Columbus made three other voyages to 
America and discovered more islands and the coast of 
South America. He died in 1506, shortly after returning 
to Spain from his fourth voyage. His last days were 
full of sorroAv. Queen Isabella, who had been his friend, 
was dead, and King Ferdinand, disappointed because 
Columbus had not found rich mines of gold, treated him 



12 THE UNITED STATES 

meanly and let him die in poverty and neglect. What 
a shame that the man who had found a new world for 
Spain should have been left by her selfish king to suffer 
in his old age ! 

America's Name. — ^Was the New World named after its 
discoverer? Among the many explorers who followed 
Columbus was Americus Vespucius, an Italian. The stories 
of his voyages were printed and read by many persons. 
In one account Vespucius declared that what we call South 
America was not a part of Asia. Columbus, as you know, 
believed that the land he had discovered was a part of 
Asia. 

In 1507 a German professor published a geography in 
which he suggested that the new world discovered by 
Americus Vespucius be named "America" in his honoi\ 
The professor did not know of Columbus' earlier dis- 
covery. The name thus given to the New World has 
remained. 

Americans will always be proud of Columbus, the Italian 
discoverer whose courage and perseverance led him to 
cross the Atlantic and add America to the known world. 
He was the greatest discoverer the world has produced. 
When he started on his long voyage, his friends feared 
that he would be lost at sea. But because Columbus knew 
no fear and sailed on and on after his ideal, the New 
World of America was made known to the Old World 
of Europe, Asia, and Africa. The sons and daughters of 
every other country under the sun have since crossed the 
wide oceans to find new homes in this new land. 

In the United States we celebrate October 12th as 
Columbus Day in honor of this great and fearless dis- 
coverer. 



THE DISCOVERY OF AMERICA 



IS 



discovery 

merchant 

Genoa 

Africa 

adventurer 

Indians 

Atlantic 



Word DriU 

inhabitant 

island 

Venice 

Columbus 

banner 

proud 

encourage 



India 

Constantinople 

Portugal 

voyage 

explore 

listen 

Europe 



Review Exercises 

1. When did the real history of America begin? 

2. Before that time what did the inhabitants of Europe know 

about other countries? 

3. "Who was Marco Polo and wliat did he do? 

4. How did Europeans liai)pen to discover America? 

5. Wliy were they anxious to find a new route to India? 

6. What trade routes Avere used before 1453? 

7. What happened in 1453? 

8. How did this affect trade with India? 

9. How did the King of Portugal think that ships coukl reach 

India ? 

10. Why did he fail to reacli India ? 

11. What did Christopher Columbus believe about a route to 

that land? 

12. What did the people of his time believe about tlie shape of 

the earth? 

13. Wliat was Columbus' belief? 

14. How did Columbus try to get help? Did he succeed? Who 

helped him? 

15. Describe his voyage. 

16. When did Columbus discover America? 

17. What part of America did he discover? 

18. What did he call the peoi)le he found? 

19. Describe his return to Spain. 

20. How was Columbus rewarded? 

21. How did America receive its name? 

22. How do Americans feel toward Columbus and wliy? 

23. What holiday do we celebrate because of Columbus' dis- 

covery? What is its date? 




Eakly Explorations ix the New World 
14 



CHAPTER 11 

EARLY SPANISH EXPLORERS 

SpciJiisJi Adventurers. — Although Columbus had not dis- 
covered gold mines, the people of Spain believed they 
eould find them. Many sailed to the Ne\v World hoping 
to become rich quickly. The large islands of Haiti, Cuba, 
Porto Rico, and some others were soon settled by these 
adventurers. 

Bdlboa. — One l)old adventurer was Vasco Balboa, born 
in 1475. While yet in his youth, he joined an expedition 
to the New World, where he soon became a leader among 
the early Spanish settlers. His wanderings finally led 
him into a search for gold on the Isthmus of Panama^ 
There he learned from the natives that he was crossing 
a narrow strip of land. Beyond this, he Avas told, lay a 
great body of -^vater. 

Early in September, 1513, Balboa set out in search of 
this water. He was guided by trusty Indians and accom- 
panied by a small band of his own men. To reach the 
mountains from the top of which they could view the 
western ocean, Balboa and his party were obliged to make 
their way through a very dense forest, a most dangerous 
journey. 

Three weeks later, on September 29th, Balboa looked 
down upon the vast Pacific Ocean which lies west of 
America. He was the first white man to behold this great 
sight. Climbing down the other side of the mountain, 
he made his way to the shore. There he struck the water 
Avith his sword and claimed the ocean and all the lands 



16 THE UNITED STATES 

washed by its waters as the property of the kingdom of 
Spain. 

Ponce de Leon. — In the year 1513 Juan Ponce de Leon, 
another Spanish adventurer, went to the mainland from 
Porto Rico. He had been appointed governor of that 
island, but he was not successful, and the king removed 
him from office. An Indian told him that toward the 
north lay a land where he could find much gold and a 
fountain that would make him young again if he bathed 
in its waters. With three ships he set sail for this mar- 
velous country. He searched many islands but found 
neither the promised riches nor the "Fountain of Youth." 
But he did discover a land bright with flowers, which 
he named Florida, "Land of Flowers." After sailing for 
some distance along its shore, he sailed back to Porto 
Rico. 

In 1521 Ponce de Leon went to Florida again, intending 
to make his home there. This time he had a fight with 
the Indians in which he was so badly wounded that he 
died. 

De Narvaez. — In 1528 another Spaniard named Panfilo 
De Narvaez started with four hundred men to explore 
Florida. The Spaniards under Hernando Cortez had al- 
ready conquered Mexico and found gold there, and they 
hoped to find more in the "Land of Flowers." They 
found nothing but swamps and forests, the huts of savage, 
unfriendly Indians, and sickness. Only four of them 
lived to tell the story of their misfortunes to their friends 
in Mexico. 

De Soto. — In 1539 another company sailed for Florida 
from Cuba. Their leader was Hernando De Soto. He 
had six hundred men, two hundred horses, a herd of hogs 
for food, and bloodhounds to hunt the Indians. When 
he asked for gold, the Indians told him it was just ahead. 
He went on and on, stealing from the Indians, fighting 



EARLY SPANISH EXPLORERS 



r 



Avith them, and burning their villages. Many of the 
Spaniards in his party died from fever, lack of food, and 
other hardships. 

Two years they wandered and found no gold. But 
in the spring of 1541 they came to a great river. They 
had discovered the Mississippi, the ** Father of Waters." 
A few months later De Soto died of fever and was buried 
in the river that he was the first white man to behold. 




Discovery of the Mississippi by De Soto 



Those who were left of his party then sailed down the 
Mississippi and joined their friends in Mexico. 

Coronado. — Indians told the Spaniards in Mexico about 
their rich villages to the north of Mexico. In 1540 Fran- 
cisco Coronado with a large company of men set out to 
find these rich towns, which they called the "seven cities 
of Cibola. ' ' Coronado and his followers traveled hun- 
dreds of miles. In what is now New Mexico they found 
large Indian villages, but no cities and no gold. They 
discovered the Colorado River and explored the country 



18 



THE UNITED STATES 



north and oast as far as the present states of Kansas and 
Nebraska. 

Thus within fifty years of the discovery of America 
by Columbus the Spaniards had explored a large part of 
what is now the United States, but they had not yet 
made a settlement north of Mexico. 

Word Drill 



Panama 


Balboa 


mountain 


fountain 


governor 


Ponce de Leon 


Mexico 


Florida 


Mississippi 


Kansas 


Colorado 


Nebraska 


dense 


Pacific Ocean 


appointed 



Review Exercises 

1. What did the people o£ Spain hope to find in the Xew World? 

2. What islands were soon settled? 

3. Tell what Balboa did. 

4. What did Ponce de Leon try to find? What did he discovert 

5. What part of the country did De Narvaez explore? 

6. What did De Soto discover? 

7. What did Coronado try to find? What did he discover? 



CHAPTER III 

FERNANDO DE MAGELLAN 

t'ernando de Magellan, or Ferdinand Magellan as he 
is more commonly called, was a famous Portuguese 
navigator, born about 1470. Unable to secure in his native 
country necessary financial assistance for voyages of ex- 
ploi'ation, he went to Spain. There, in 1517, he laid his 
plans for making discoveries before King Charles I, the 
grandson and successor of Ferdinand. Magellan was well 




Route of Magellan's Voyage Around the World 



received at the court and was shortly afterward employed 
to find a route to the East by sailing westward. 

On September 20th, 1519, he set out with five ships 
and about two hundred and fifty men. After crossing 
the Atlantic Ocean, he sailed along the whole eastern 
coast of South America and then around the southern 
point of the continent, through the strait that bears his 
name. From here Magellan sailed northward for a few 
days and then headed west across the vast Pacific Ocean. 

19 



20 



THE UNITED STATES 



What a frightful voyage it must have been, with nothing 
in sight but water and sky. You, reader, may have had 
a bit of this experience when on your way to this country, 




J-liolngraph bi/ kodoUo Hoct; ij Cia.. I'lintn Arenas 

Statue of Magellan at Punta Arenas, Chile 



but think of the horrors of a trip lasting many, 
many months in the small and cramped vessels of those 
days. Magellan's crew suffered unimaginable hardships 



FERNANDO DE MAGELLAN 21 

through hunger and disease. It has been told that at times 
they were compelled to eat leather and even rats. 

At last, early in 1521, they reached a group of islands 
in the Pacific Ocean now known as the Philippine Islands. 
In a fight with the native chief of one of these islands 
^Magellan was killed on April 26th of that year. De- 
prived thus of their leader, the remainder of Magellan's 
crew continued to sail westward and at last brought 
one of his ships around the southern point of Africa and 
back to Spain. They had been gone just three years. 

Magellan's voyage was the first around the world. He 
proved beyond doubt that the earth is round, and also 
that there is a very wide body of water between South 
America and Asia. 

A monument to Magellan has recently been erected 
in the world's most southerly city, Punta Arenas. Chile. 
This is to commemorate the four-hundredth anniversary 
of the discovery of the Strait of Magellan. The unveil- 
ing took place on December 17th, 1920. 

Word Drill 

Magellan Portuguese Philippine Islands 

financial assistance grandson 

successor hardship anniversary 

Review Exercises 

1. Why did Magellan go to Spain ? 

2. What did he try to find ? 

3. Describe his voyage. 

4. What islands did he discover? 

5. What happened to Magellan? 

6. What became of his ships? 

7. What did he prove? 

8. What ^reat ocean was he the first to explore? 

9. What is named after Magellan? Where is it? 



CHAPTER IV 

ENGLISH EXPLORERS 

The Cahots. — As soon as the other great nations of 
Europe heard of the discoveries that Columbus had made 
for Spain, they too wanted to make discoveries. In 1497 
England sent John Cabot on a voyage of exploration. 
His purpose was to find the way to India that Columbus 
had failed to find. He believed he could sail north of 
America and get to India by that route. So he tried 
to find a northwest passage to Asia. 

Cabot landed somewhere near the coast of Labrador 
and saw the mainland of the continent before it was seen 
by any of the Spaniards. But he could not find the north- 
west passage, and he soon sailed back to England. 

The next year John Cabot again sailed to America with 
his son Sebastian. His landing place this time was near 
Nova Scotia. Thence he sailed south and explored the 
coast as far as Chesapeake Bay. These two voyages gave 
England her claim to the main part of North America. 

Brake. — During most of the century following the dis- 
covery of America, there was trouble and bitter feeling 
'between England and Spain over political and religious 
questions. England was also jealous of the growing 
power of Spain in America. This led some bold English 
navigators to turn raiders and like pirates to attack the 
Spaniards. In 1577 Francis Drake, who had suffered 
much because of this trouble and was eager for revenge, 
sailed from England to rob the Spanish ships and settle- 
ments in America. He sailed around South America and 

22 



ENGLISH EXPLORERS 



23 



-went as far north as Oregon. He landed near San Fran- 
cisco, named the country New Albion, and claimed it 
for the King- of England. Then he crossed the Pacific 
Ocean and went around Africa to England. He was the 
fii'st Englishman to sail around the world, which Magellan 
had already proved to be round. 

Queen Elizabeth was so delighted that Drake had sailed 




Sir Francis Drake being Knighted by Queen Elizabeth on the 
Deck of his Ship, " The Golden Hind " 



around the world that she went on board his ship, the 
Golden Hind, and made him a knight. After that he was 
called Sir Francis Drake. 

Gilbert. — Sir Humphrey Gilbert was another famous 
English soldier of Queen Elizabeth's time. He sailed to 
Newfoundland in 1583 and took possession of that island 
for England. Then he sailed southward and explored 
a part of the Atlantic coast. A terrible storm destroyed 



24 THE UNITED STATES 

his largest vessel and a hundred of his men lost their 
lives. Gilbert decided to return to England to plan for 
further explorations the next year, but his little ship 
could not make the voyage and went to the bottom of 
the Atlantic with the brave explorer and all her crew. 
His fate was like that of many others who tried to explore 
the New World, for crossing the ocean in the small sailing 
vessels of those early days was very dangerous. 

Word DriU 

Labrador Nova Scotia Oregon 

passage Chesapeake Bay Newfoundland 

possession destroyed dangerous 

political religious jealous 

Review Exercises 

1. Whom did England send on a voj-agc in 1497? 

2. What was his i)urpose'? 

3. What did he believe? 

4. Did lie find a northwest passage to India? 

5. "N^Hiat did he and his son do the next year ? 

6. What did these two voyages give to England ? 

7. Describe the voyage of Sir Francis Drake. 

8. How did Queen Elizabeth reward Drake? 

9. Tell about Sir Humphrey Gilbert 's explorations. 
10. What happened to Gilbert and his crew? 



CHAPTER V 

FRENCH EXPLORERS 

French Fisliermen. — When the Cabots returned to Eng- 
land, they reported that they had seen many eodlish in 
the waters near Newfoundland. Fishermen on the coast 
of France heard of this report and sailed across the ocean 
to find these new fishing places. While making these 
voyages, they discovered an island which they named Cape 
Breton. One of these fishermen also discovered and ex- 
plored the Gulf of St. Lawrence about 1506. 

Verrazano. — A few years later King Francis I of France 
began to make explorations in the New World. He 
thought that a part of America ought to belong to France, 
and he wanted also to trade with India. In 1524 he sent 
Verrazano, an Italian sailor, to make explorations and to 
find a route to India. Verrazano sailed to the coast of 
North Carolina and then followed the coast north as far 
as New England. When he returned home, the French 
claihied all the land he had seen. 

Cartier. — Ten years later the French sent another ex- 
pedition, of which Jacques Cartier was the leader. In 
1534 he entered the Gulf of St. Lawrence, landed, and 
claimed the country for his king. The next year he sailed 
up the St. Lawrence River as far as an Indian village 
near a high hill. He climbed this hill and named it Mont- 
real (royal mountain). He called the whole country New 
France. 

The Huguenots in Florida. — In 1562 a company of 
Frenchmen left their native land because a religious war 

25 



26 THE UNITED STATES 

Avas going on in France. They wanted to find a new 
home where they could have peace. They crossed the 
ocean and landed on the coast of Florida. This land did 
not please them, and they sailed north to a place in South 
Carolina which they named Port Royal. Here they built 
a small fort. Soon after, their leader, Jean Ribaut, sailed 
back to France. The men who stayed at the fort were an 
idle company, and for a time the Indians fed them. When 
the Indians would feed them no more, they built a ship 
and sailed for France. They had so little food that they 
would have starved if an English ship had not found 
them and taken them home. 

First Settlements in Canada. — Fish and furs attracted 
the French to the north. In 1605 the first settlement in 
Canada was made at a place in Nova Scotia also called 
Port Royal. Three years later (1608) a French explorer 
named Samuel de Champlain built a fort at Quebec in 
order to trade for furs with the Indians. 

Quebec soon became a very important town. Its fur 
trade brought wealth to the French, and its position on 
the St. Lawrence River made it easy to send out exploring 
parties and missionaries to the Indians. The French 
priests were very eager to make friends with the Indians 
and to teach them Christianity. 

Champlain' s Mistake. — The Indians around Quebec be- 
longed to a tribe called Hurons. They were at war with 
the Iroquois, who lived in what is now the State of New 
York. Champlain went with the Hurons and helped them 
fight. He shot some of the Iroquois with his gun. The 
Indians had never before seen or heard a gun, and they 
were terribly frightened. The Hurons won the fight, but 
the Iroquois were ever after the enemies of Champlain 
and of the French. They would not let the French trade 
or settle in their country, and they fought against them 
manv times. 



FRENCH EXPLORERS 



27 



Marquette and Joliet. — The French would have moved 
up the St. Lawrence River to the Great Lakes if the 
Iroquois had been their friends, but because the Iroquois 
were their enemies, they went up the Ottawa River and 
then across to Lake Huron. Here they built trading posts 
and mission houses. The Indians told them about a great 
river to the west, and the governor of New France, as 




Courtesy of the Sini,i7 Si-niinj M(U-hi'ii C'li. 

La Salle at the Mouth of the Mississippi 

the French called Canada, sent a priest named Pierre 
Marquette and an explorer named Louis Joliet to find the 
river. With a few friends and some Indians Marquette 
and Joliet started from Lake Michigan in two canoes 
on a long and dangerous journey. They carried their 
canoes through the swamps to the Wisconsin River and 
then floated down this river to the Mississippi. They 
explored the Mississippi for several days and then went 
back to their friends in Canada with a report of their 
discoveries. 



28 THE L^ITED STATES 

La Salle. — Five years later (1678) Robert de la Salle 
left Canada to finish the exploration of the Mississippi. 
His explorations lasted three years. He went down the 
river to the Gulf of Mexico and took possession of the 
Mississippi Valley in the name of France. He named the 
valley Louisiana. 

The French also claimed the valley of the Ohio River 
and the valleys of all other rivers that flowed into the 
Mississippi. They began at once to build forts to protect 
the valley that they had explored. La Salle attempted to 
jnake a settlement at the mouth of the Mississippi, but he 
was not successful. 





Word Drill 




codfish 


St. Lawrence 


Montreal 


Indians 


Canada 


Quebec 


missionary 


Louisiana 


fort 


Ohio 


fishermen 


North Carolina 


Michigan 


Wisconsin 


settlement 



Review Exercises 

1. Why did the first French explorers come to the New World? 

2. What island and gulf did they discover? 

3. Describe the voyage of Verrazano. 

4. Describe the voyage of Cartier. 

5. Why did the Huguenots attempt to mako a settlement at 

Port Royal? 

6. Where was Port Royal? 

7. Tell about another settlement that AA-as named Port Royal? 

8. Tell about Champlain's mistake. 

9. Describe the work of Marquette and Joliet. 

10. Describe the work of La Salle. 

11. What territory did La Salle claim for France? 



CHAPTER VI 

SETTLEMENTS IN THE UNITED STATES 

St. Augustine. — Spain made the first settlements in what 
is now the United States. In 1565 Menendez went to 
Florida from Spain to drive out a French colony on the 
St. John's River which followed Ribaut's expedition. He 
l)iiilt a fort near the mouth of the St. John's which he 
named St. Augustine. This fort grew to be a town which 
is the oldest settlement north of Mexico. Seventeen years 
later the Spaniards made another settlement at Santa Fe, 
in Avhat is now New Mexico. They soon established many 
more settlements and mission stations in that part of the 
United States to the north of the Mexican border. Spain 
owned Mexico at that time, and she called these new 
settlements a part of that country. 

Sir Walter Raleigh. — A few years after the Spanish 
settled Florida, the English tried to make a settlement in 
America. Queen Elizabeth gave Sir Walter Raleigh per- 
mission to settle a colony anywhere he wished on the 
Atlantic coast of America, provided no other Europeans 
were there before he was. 

Raleigh sent out an exploring party in 1584. This party 
visited Roanoke Island, near the coast of North Carolina. 
When they went back to England, the Queen was de- 
lighted with their description of the land they had seen. 
She named it Virginia, after herself, the "Virgin Queen." 

The next year Raleigh sent 108 men to settle on 
Roanoke Island. Instead of cultivating the soil and rais- 
ing crops, these men spent their time hunting for gold 

29 



30 



THE UNITED STATES 



and silver. They almost starved to death. Sir Francis 
Drake, in the course of a voyage to America, stopped at 
the island. The settlers all went on board his ship, and 
he carried them back to England. 

Two years later Raleigh sent over another colony of 
men with their families. They settled on the same 
Roanoke Island. Their leader. Governor White, soon went 




Fort Marion at St. Augustine, Florida 

This fort is the most important relic of the Spanish occupation. Begun by Mcnen- 

dez in 1565, it was not finally completed until 1756. Meanwhile 

it withstood many attacks and sieges. 

back to England to get supplies for them. A war was 
going on between England and Spain, and he and his 
ships were needed at home. 

It was three years before he could sail back to Roanoke 
Island. When he reached there, his settlers were gone. 
Nobody knows what became of them. Perhaps they went 
to the mainland and starved, or it may be that the Indians 
killed them. Raleigh spent a fortune in trying to find 
his lost colony, but he learned nothing that gave him any 
satisfaction. 



SETTLEMENTS IN THE UNITED STATES 31 

The Two Virginia Companies. — All the Atlantic Coast 
from Maine to Florida was named Virginia by Queen 
Elizabeth. In 1606 King James I gave two companies 
permission to make settlements on this coast. The 
southern part of the coast might be settled by a company 
of merchants whose home was in London. The northern 
part of the coast might be settled by a company of 
merchants who lived in Plymouth. The King promised 
that settlers should have the same rights and privileges 
in America that Englishmen had at home. 

The Jamestown Colony. — The London Company started 
first. Three ships sailed to Virginia and entered Chesa- 
peake Bay in the spring of 1607. The colonists found a 
river which they named James River, in honor of their 
king. They sailed up this river about thirty miles and 
made a settlement which they named Jamestown. 

Before summer was past, half the men died of fever. 
Their leader, John Smith, by his courage and labor saved 
the rest. He punished those who would not work and 
made them build huts to live in. He helped them to get 
food from the Indians. 

Two years later five hundred new settlers from England 
came over to Jamestown. They were a worthless lot of 
idlers and criminals who did not want to work. They had 
little food, and soon starvation and sickness wore them 
out. That winter was called the "starving time." At 
the end of six months only sixty were alive. These were 
saved when three ships loaded with men and supplies 
arrived. 

The next year (1610) their governor. Sir Thomas Dale, 
made a new rule to encourage the settlers to raise crops. 
Before Dale came, it was the rule that no colonist should 
have any land of his own. All were asked to work 
together and put what they raised into one common store- 
house. Then all shared alike in this common store, and 



32 



THE UNITED STATES 



each settler was to receive his share as he needed it. It 
was a foolish rule, because the lazy would not work, and 
those who did work had to feed the idlers. Governor Dale 
wisely gave every man some land and required each one 
to work on his own lot and raise crops for himself. This 
encouraged the ambitious and forced the lazy to work. 

Now the settlers had better times, and the colony began 
to prosper. They raised a great deal of tobacco and sent 




Photograph by Swing Galloway 

Church Tower at Jamestown Built by the Early Settlers 

This ruined tower is one of the few remains of the Jamestown settlement. The 

church is a recent copy of the original brick church, which was built on the 

site of the frame building in which the first House of Burgesses met. 



it to England. Many English farmers came to Jamestown 
and other places on the James River in order to get land 
and raise tobacco. Other men came to get work. By 
1619 there were 4,000 people in Virginia, living in eleven 
settlements. 

In that year a great change was made in the govern- 
ment of the colony. Some of the governors had treated 
their people cruelly, and none of the governors had let 



SETTLEMENTS IN THE UNITED STATES 33 

them vote or make their own laws. Now the London 
Company sent over a new governor, George Yeardley, and 
told him to let the settlers help in making their own 
laws. Yeardley asked the people of each settlement to 
elect two men. The people of the eleven settlements 
elected twenty-two men and sent them to Jamestown to 
make laws, punish lawbreakers, and manage their affairs. 
These men were called burgesses, a name which meant 
representatives of the settlements or towns. Their first 
meeting was held in the church at Jamestown on July 
oOth, 1619. The governor and his council, or men who 
advised him, met with the burgesses. This Virginia House 
of Burgesses was the first body of lawmakers in the New 
World. 

Virginia was now a better place to live in, and many 
new settlers came from England. Most of them were 
men. The London Company soon sent over a large num- 
ber of young women to become their wives. After this 
they had better homes and happy families. 

New England. — In the same year that the London Com- 
pany sent its first colonists to Jamestown, the Plymouth 
Company sent a colony of one hundred and twenty people 
to the Kennebec River, in Maine. The country was so 
cold and wild that more than half of these colonists went 
back to England on the same ships that brought them 
over. Forty-five men built huts and stayed through the 
winter. They almost froze to death, and when in the 
spring some ships came from England, they all went on 
board and sailed for home. The Plymouth Company was 
a failure. 

Plymoutli. — Twelve years later another colony came to 
New England by accident. In England at that time there 
were some people who hated the ceremonies of the Church 
of England so much that they would not attend its 
services. They formed a separate church of their own and 



34 



THE UNITED STATES 



appointed their own minister. For this reason they were 
called "Separatists." 

The king persecuted and punished them for their 
opinions and actions, and they fled from England to Hol- 
land, where they lived twelve years. Because of their travels 
they were called ''Pilgrims;" In Holland their children 
were learning the Dutch language, and the Pilgrims were 




Courtesy of the U. S. Natioimi ^fllx, >im 

Model of the "Mayflower" in the United States National 
Museum, Washington 



afraid that when they grew up they would marry among 
the Dutch. The Pilgrims did not Avish this to happen. 
They wanted themselves and their children to be English- 
men, so they decided to go to America and settle on land 
owned by England. They thought that in America nobody 
would trouble them and they could have the kind of 
church they wanted. 



SETTLEMENTS IN THE UNITED STATES 



35 



The London Company gave the Pilgrims permission to 
settle in Virginia, and some English merchants lent them 
money. In 1620 about one hundred of them crossed the 
ocean in a ship named the Mayflower. A storm drove the 
Mayflower far to the north of Virginia. When the Pilgrims* 
saw land, they Avere near the shores of Cape Cod, which 

belonged to the Ply- 

mouth Company. 
They spent a month 
exploring the coast 
for a good place to 
settle. 

On the 21st of 
December, 1620, the 
Pilgrims landed and 
began their settle- 
ment. They named 
it Plymouth because 
they had sailed from 
Plymouth in Eng- 
land. There is a 
story that vvhen the 
Pilgrims landed at 
Plymouth, all of 
them stepped from 
their boat to a large 
rock on the shore. 
For this reason Ply- 
mouth Rock is one of the very famous places in American 
history. 

Before they landed, the Pilgrims drew up an agreement 
among themxselves called the "Mayflower Compact." In 
it they agreed to set up a government for the colony in 
which the people were to make their own laws and select 
their own officials. Only such laws were to be made as 




PlY.MULTU iIi>(_K 

The rock lies on the beach, and the water reaches. 
it at high tide. The portico shown in the upper pic- 
ture was built above it in 1920, when the three- 
hundredth anniversary of the landing of the 
Pilgrims was celebrated. 



36 THE UNITED STATES 

would be for the general good of the colony. This was 
the first government of its kind. The "Compact" was 
as follows; you will note that some of the spelling is 
different from what you have been taught in school : 

The Mayflower Compact 

In the name of God, Amen : We, whose names are under- 
written, tlie loyall subjects of our dread sovereigne King James, 
by the grace of God, of Great Britaine, France, and Ireland 
King, defender of the faith, etc., haveing undertaken, for the 
glories of God, and advancemente of the Christian faith and 
honor of our king and countrie, a voyage to plant the first 
colonic in the Northerne parts of Virginia, doe, by these 
presents, solemnly and mutually, in the presence of God, and 
one of another, covenant and combine ourselves together into 
a civil body politick, for our better ordering and preservation 
and furtherance of the ends aforesaid : and, by vertue hearof , 
to enacte, constitute, and frame, such just and equall laws, 
ordenances, acts, constitutions and offices, from time to time, as 
shall be thought most meete and convenient for the generall 
good of the Colonic. Unto which we promise all due submission 
and obedience. In witnes whereof we have hereunder sub- 
scribed our names, at Cap Codd, the 11th of November, in 
the year of the raigne of our sovereigne lord. King James, of 
England, France, and Ireland the eighteenth, and of Scotland 
the fifty-fourth, Anno Domini, 1620. 

It took the Pilgrims more than two months to make 
the dangerous voyage across the ocean. By reason of 
their sufferings and poor food on the voyage, half of the 
company died during the next three months. 

The next year (1621) the Plymouth Company dis- 
banded, and a new company called the Council for New 
England took its place. The Pilgrims were given large 
tracts of land, and they soon had comfortable log homes 
and a church. 

December 21st is celebrated in New England as Fore- 
fathers' Day. Since 1620 millions of others, including 



SETTLEMENTS IN THE I NITED STATES 37 

perhaps yourself, reader, have come to our shores seeking 
refuge from oppression. These are the forefathers of 
newer generations. 

The Puritans. — Another group of religious people in 
England were called Puritans. They too did not like the 
ceremonies of the Church of England, but they thought 
they could purify or reform the Church. The king- 
punished them also, and many of them decided to go to 
America as the Pilgrims had done. 

In 1628 they bought a tract of land from the Council 
for New England, and John Endicott and sixty others 
made the first settlement upon it at Salem. The next year 
the Puritans obtained from the king a charter which gave 
them the right to govern themselves and to make such 
laws as they wished, provided these laws were not con- 
trary to the laws of England. 

Several hundred Puritans came over in 1630 and settled 
Boston. Boston and the settlements near it were called 
the Massachusetts Bay Colony. During the next ten years 
20,000 English emigrants came to New England and set- 
tled. Some of these went north to the coast of Maine 
and New Hampshire. Others went farther south along the 
Atlantic coast. 

In 1633 a few men went in a boat from Plymouth to 
the Connecticut River and built a house at Windsor for 
trade with the Indians. They found rich farming land 
in the Connecticut Valley, and in the next three years 
many people left Massachusetts and settled at Windsor, 
Wethersfield, and Hartford, in what is now the state of 
Connecticut. 

Rich farming land was not the only thing that made 
these emigrants settle in Connecticut. The Puritans would 
not let them vote in Massachusetts unless they were 
church members. The emigrants did not think this was 
right, and after they were settled in Connecticut, their 



38 THE UNITED STATES 

minister, Thomas Hooker, helped them to make a written 
constitution which said that all freemen should have the 
right to vote, regardless of their religion. 

This was the first written constitution made in America. 
It was made at Hartford in 1639, and so Hartford is some- 
times called the birthplace of our American form of 
government. 

Roger Williams. — Roger Williams was another Massachu- 
setts minister who said the Puritan Church did not give 
men freedom enough. The Puritans punished those who 
did not like their preaching or who stayed at home from 
church service. Roger Williams said this was wrong. He 
said, too, that it was wrong for the king to give the white 
men land that belonged to the Indians. 

The Puritans made up their minds that they would send 
Roger Williams back to England, but he ran away and 
went to Rhode Island. An Indian chief sold him some 
land, and he and his followers began in 1636 a settlement 
which they named Providence. This was the beginning 
of the Rhode Island colony. 

In this colony every honest man was welcomed, no 
matter what his religion was. It was the first colony 
to grant religious freedom to everybody. ^lany people who 
had been punished for their religious beliefs were glad 
to settle in Rhode Island. 

Netv York. — People from Holland settled one colony in 
the United States. That was New Amsterdam, which later 
became New York. In 1609 Henry Hudson, an English 
navigator in the employ of the Dutch, discovered the 
Hudson River and began to trade with the Indians. About 
1613 Dutch fur traders built some houses on Manhattan 
Island. That was the beginning of the great city of New 
York, to-day the largest city in America. Dutch traders 
and farmers soon made many settlements on the Hudson 
River between New York and Albany. 



SETTLEMENTS IN THE UNITED STATES .39 

Maryland. — In England at this time Roman Catholics 
were made to pay fines because they did not attend the 
Church of England. One of the Catholic leaders, named 
Lord Baltimore, wanted to malvc a home for them in 
America, where they could have their own Churcli and not 
be punished for it. He asked the king for a charter giving 
him the right to make settlements on both sides of Chesa- 
pealve Bay. This was granted, and Lord Baltimore named 
this territory Maryland. 

Lord Baltimore died, but his sons carried out his plans. 
In 1634 they bought an Indian village in Maryland and 
made a settlement Avhich they named St. Mary's. 

Maryland was a new kind of colony. Lord Baltimore's 
family appointed the governors and the judges. The 
people elected the lawmakers in the same way as the 
people elected burgesses in Virginia. This colonial assem- 
bly passed a law called the Toleration Act. This law said 
that all Christians, whether they were Catholics or Protes- 
tants, should be treated alike. 

Pennsylvania. — Pennsylvania was settled by English 
Quakers. These people loved peace and wanted to be 
fi'iendly Avith all men. They did not like the Church of 
England, so the English rulers punished them as they 
had the Puritans and Pilgrims and treated them cruelly. 
The Quakers decided to come to America. 

The king ow^ed a large sum of money to one of these 
Quakers, named William Penn. Penn asked the king to 
give him some land instead of the money. He received 
about 40,000 square miles of land in America. Here Penn 
founded the city of Philadelphia in 1681. He invited the 
Quakers to come and live in his colony. He also let other 
people come, and if they believed in God, they could 
worship as they pleased. 

Philadelphia means ''brotherly love." That is why the 
settlement was so named by Penn. 



40 



THE UNITED STATES 



Penn and his people made a law called the Great Law, 
which said that every man could vote or hold office if 
he believed in Christ. Settlers came to this colony from 
England, Germany, Holland, France, and Sweden. 

Everybody respected William Penn, and his colony 
grew very rapidly. He treated the Indians like brothers, 




William Pexn Making a Treaty with the Indians for the Purchase 
OF THEIR Lands 



made treaties with them for their lands, and they were 
always his friends. 

Penn and his family appointed the governors of Penn- 
sylvania, but the people elected the lawmakers. 

Oilier Colonies. — All along the Atlantic Coast other set- 
tlements were made. Some of them were made by emi- 
grants from Europe. Others were made by men who left 
the first settlements to get new land or to find new homes 
that suited them better. 

Emigrants from Sweden settled Delaware. The Dutch 
in New York claimed this land and made the Swedes 



SETTLEMENTS IN THE UNITED STATES 41 

give it to them. Later the English took it away from 
the Dutch. Finally William Penn bought it from the 
English and made it a part of Pennsylvania. The people 
of Delaware did not like the union, so Penn let them elect 
lawmakers of their own. 

New Jersey was first settled by Dutch fur traders from 
New York. Later other settlers came from England and 
Connecticut. 

North Carolina Avas first settled by people from 
Virginia. Later many Germans, Scotchmen, and Irishmen 
settled along the coast. Some of these people were seek- 
ing religious freedom; some, land and new homes; and 
others, trade with the Indians. 

The first settlement in South Carolina was made by 
emigrants from England. A few Germans and Scotchmen 
joined them, and many French emigrants also settled in 
this colony. 

King Charles II of England gave both the Carolinas 
to eight of his friends, who were to be called the pro- 
prietors, or owners, and who were to appoint the gov- 
ernors. The people did not like these proprietors or their 
governors, and they had many quarrels and much trouble. 
Finally the proprietors sold their rights back to the king, 
who then appointed the governors. 

The last of all the colonies on the Atlantic Coast was 
Georgia. It was settled in 1733. This colony was different 
from all the others. There were two reasons for its settle- 
ment. 

The first purpose was to make a home for poor debtors. 
In England at that time there was a law that an honest 
poor man could be put in prison for a debt of a dollar 
or less and kept there a long time, while his family suffered 
and his health was ruined. General George Oglethorpe 
was a wealthy man who pitied these poor debtors. He 
received permission from the king to send them to 



42 THE I NITED STATES 

America and to make homes for them. They were glad 
to be carried across the ocean free and to receive free 
land and free tools in Oglethorpe's colony. He named it 
Oeorgia in honor of King George II. 

The second purpose in making a settlement in Georgia 
was to protect the English colonists against the Spaniards 
in Florida. The Spaniards were trying to drive away 
the settlers in South Carolina. Oglethorpe meant to make 
the Spaniards stay in Florida and to punish them if they 
made any trouble for the English in the colonies to the 
north of Spanish territory. 

Moving Inland. — The whole Atlantic Coast was now set- 
tled. The settlers did not know much about the rest of 
the country, and many of them believed that they owned 
all that was west of them to the Pacific Ocean. The King 
of England had given the London Company the right to 
settle from "sea to sea"; so Virginia claimed all the land 
to the west. Massachusetts and Connecticut also had 
charters which gave them the right to settle from **sea 
to sea." But New York and Pennsylvania were west of 
these colonies; so Massachusetts and Connecticut had to 
give up part of their land claims to the Dutch and the 
Quakers. 

The French in the Mississippi Valley were also west of 
the English colonies. It was certain that there would be 
wars to decide who sliould hold the land. The settlers on 
the coast began to move farther and farther inland to 
find new homes for their families. When a new group of 
settlers went farther into the new country beyond the 
settled parts, it was called "going out West." 

Settlements in the New World grew rapidly. In 1700 
the population of the Atlantic colonies was a little more 
than a quarter of a million. Fifty years later the number 
of inhabitants had risen to more than a million and a 
quarter. 



SETTLEMENTS IN THE UNITED STATES 



43 



Catholic 

New Hampshire 

permission 

satisfaction 

courage 

supplies 

representative 

Pilgrim 

establish 

purify 

Protestant 

Maryland 

relic 



Word Drill 

Connecticut 

description 

merchant 

starvation 

encourage 

ceremony 

Quaker 

colony 

Massachusetts 

Pennsylvania 

Rhode Island 

emigrant 

fortune 



colonist 

sickness 

storehouse 

compact 

debtor 

privilege 

Maine 

Delaware 

New Jersey 

proprietor 

Georgia 

Virginia 

anniversary 



Review Exercises 

1. "Wlio made tlic first settlement in the United States'? When 

and where"? 

2. Describe Sir Walter Raleigh's attoniiits to make a settlement. 

3. Describe the two Virginia com])anies. 

4. Describe the settlement of Jamestown. 

5. Who was the leader of the Jamestown colony ? 

6. Describe the "starving time." 

7. Tell what Sir Thomas Dale did to encourage the settlers. 

8. Before Dale came to Jamestown what rule did the settlers 

have ? 

9. Was it a good rule? Why? 

10. Tell about the Virginia House of Burgesses. 

11. Who were the Pilgrims? 

12. Why did they come to the New World ? 

13. Describe the settlement of Plymouth. 

14. Why is Plymouth Rock famous? 

15. Tell about the ''Mayflower Compact." 

16. Tell how the Connecticut Valley was settled. 

17. Tell the story of Roger Williams. 

18. Tell liow New York was settled ; Maryland ; Pennsylvania. 

19. AVhat other colonies were settled along the Atlantic Coast? 

20. AVhat was the last colony to be settled on the Atlantic ? 

21. WTiy was it settled ? 

22. Tell how the settlers moved inland. 



CHAPTER VII 

THE FIRST WRITTEN CONSTITUTION 

Necessity for a Constitution. — As soon as the colonists 
had made settlements, they found it necessary to begin 
to make laws. No group of people can live together in 
peace and happiness unless they have some kind of govern- 
ment. Let us see how the foundations of our government 
were laid. 

The place where this great work was done was Hart- 
ford, Connecticut. January 14th, 1639, was the birthday 
of the first American constitution. Before that date no 
state, no kingdom, no government of any kind had ever 
been formed or carried on according to a written constitu- 
tion drawn up by the people themselves. In the Old 
World, states and nations grew slowly by the union of 
families into clans, clans into tribes, and tribes into larger 
and larger organizations until they formed great king- 
doms and empires. In those times the rulers themselves 
decided the form of government. If the people were dis- 
satisfied, they usually had to fight to force their rulers 
to give them the government they desired. 

How did it happen that the people who came from the 
Old World to the New and settled in Connecticut adopted 
a ncAV plan for forming their government? 

Thomas Hooker. — In the first place, these people had left 
England because they thought the English king, the Eng- 
lish government, and the English Church did not give 
them sufficient liberty of action or enough voice in the 
management of affairs. Their leaders were wise and 

44 



THE FIRST WRITTEN CONSTITUTION 45 

learned men who had studied and thought a great deal 
about the laws and government of England. Thomas 
Hooker, the leader of the company that settled Hartford, 
had been educated at Cambridge University. For several 
years he had been a clergyman in England, where his 
eloquence and ability had made him popular with his 
congregation. During this period be said many things 
that displeased the king. As a result he was forbidden 
to preach, and eventually he fled to Holland to escape 
punishment. From Holland he came to America, joined 
his English congregation in Massachusetts, and moved 
with them to Hartford. His experience had proved to 
him that the people ought to make their own laws and 
elect their own officers. He taught his people in Hartford 
This new belief. 

The General Court. — In 1637 the three Connecticut set- 
tlements at Windsor, Hartford, and Wethersfield each 
selected some of their wisest men to hold meetings and 
settle questions of importance. When these men met, they 
were called the General Court. 

Fundamental Principles. — The next year Thomas Hooker 
preached a sermon which made his name renowned both 
in America and in Europe. It was on May 31st, 1638, 
while the General Court was in session at Hartford. The 
subject of Hooker's address was ''The Fundamental Prin- 
ciples of Civil Government. ' ' He declared : 

1. That the people have the divine right to appoint their own 
public officers. 

2. Tliat the people ougiit to exercise this right tlioughtfully 
and in the fear of God. 

3. That the people who appoint the officers also have the right 
to say what shall be the ])owers and duties of the officers that 
they choose. 

Hooker uave two good reasons for these statements : 



46 THE UNITED STATES 

1. The true authority for a g-overnment is the free consent of 
tlie people. 

2. When the ]>eople choose tlieir own rulers, they will be 
more likely to love their rulers and more ready to obey them. 

Where could the Connecticut people find a lawyer quali- 
fied to frame these great principles into laws? 

Roger Ludlow. — They had him in their very midst. He 
was the president of their own General Court. He had 
been educated at Oxford University in England, and, like 
Thomas Hooker, he had been driven to America because 
of his love of civil and religious liberty. He Avas the 
leading man in the Windsor settlement and had been chief 
advisor of the Connecticut settlers ever since they came 
into the Connecticut Valley. His name was Roger Ludlow. 

Fundamental Orders. — Hooker and Ludlow had other 
learned and able men to give them advice and assistance. 
These men took seven months to draw up their plan for 
a government. When they were ready to make their 
report, the freemen of the three Connecticut towns met 
at Hartford to listen to the reading of the new constitu- 
tion. What changes, if any, they made in this constitution 
after it was read to them, we do not know, but they 
agreed to adopt it as the plan for their government. It 
bound the towns together into one independent state and 
contained eleven general rules, called ''orders," for mak- 
ing all needed laws for the future. These rules were called 
the Fundamental Orders of Connecticut. Five of the 
most important principles of this constitution were these: 

1. All the authority of government comes directly from the 
people. 

2. There shall be no taxation without representation. 

3. The number of men that the towns shall choose to helj) 
make their laws shall be in proportion to the ])0]nilation of the 
town. 

4. All freemen who take an oath to be faithful to the state 
shall have the right to vote. 



THE FIRST WRITTEN CONSTITUTION 



47 



5. New towns may join the three original towns and live 
under the same government. 

A Model Consiitution. — This first constitution became the 
model for all constitutions that have since been adopted 
in America. Everywhere in the United States and in 
other republics the teachings of Thomas Hooker and Roger 
Ludlow have shown men how to form good governments. 

To-day the names of these two inen are honored by 
lawmakers throughout the civilized world. 



Hartford 

birthday 

faithful 

authority 

government 

experience 

assistance 



Word Drill 

Connecticut 

management 

ability 

consent 

foundation 

president 

model 



constitution 

university 

appoint 

clergyman 

liberty 

republic 

civilized 



Review Exercises 

1. Why did the first colonists find it necessary to make laws? 

2. What is a constitution'? 

3. Where was the first written constitution made? When? 

4. How did states and nations grow in the Old World ? 

5. In those states who made the form of government? 

6. If the people were dissatisfied, what must they do? 

7. Why did the early settlers of Connecticut leave England? 

8. Who was their leader? 

9. What had his experience proved to him ? 

10. What happened in Connecticut in 1637? 

11. "NMiat did Thomas Hooker say to the General Court in Hart- 

ford in 1638? What were his reasons? 

12. How was the first constitution made? 

13. What were its most important principles? 

14. For what did this constitution become the model? 



CHAPTER VIII 

LIFE IN THE COLONIES 

Trouble with the Indians. — Many of the colonists had 
trouble with the Indians and had to fight for their liTes 
and for their homes. The Indians lived partly by raising 
corn, beans, squash, and other vegetables, but they got 
most of their food by hunting and fishing. When the 
white people settled on their hunting grounds and their 
corn lands, many of them were angered and wanted to 
kill the settlers. 

In Virginia the Indians were at first friendly to the 
settlers and sold them food. Then one of the Indian 
chiefs thought the whites were taking too much land for 
their settlements, and he planned to kill them all. In 
1622 the Indians suddenly murdered 347 men, women, and 
children in a single day. The settlers made war on the 
Indians and destroyed many of their villages and warriors. 
In 1644 the Indians again tried to destroy the whites and 
murdered 500 persons. This time the settlers drove them 
into the forest far from the English settlements. 

In Connecticut a tribe of Indians called the Pequots 
tried to destroy the first settlers. Ninety men from Hart- 
ford. Wethersfield, and Windsor marched to their village 
and destroyed nearly all the tribe. 

The worst of the Indian troubles was King Philip 's War. 
King Philip was chief of a Rhode Island tribe. He 
persuaded nearly all the New England Indians to make 
Avar on the settlers. Terrible fighting followed in the 
Plymouth Colony and in the Connecticut Valley. Twelve 

48 



LIFE IN THE COLONIES 



49 




Councsfj of the N. Y. State Mu&eum 

A CjUIP of Seneca Hunters 

settlements were destroyed, and many hundred settlers 
were killed. But so many of the Indians were slain that 
they never again made war on the New England settlers. 

Some of the Indians treated the white people as friends. 
They Avere kind to Roger Williams in Rhode Island and 




Courtesy of the N. Y. State Museum 

Harvest Time among the Senegas 



50 THE UNITED STATES 

to the first settlers in Maryland. In Pennsylvania also 
William Pemi had peace with the Indians. He paid them 
for their land, made them presents, and treated them like 
brothers. They in turn were friendly to the Quakers as 
long as Penn lived and for years afterward. In most of 
the other colonies the early settlers kept their guns close 
at hand for fear of Indian attacks. 

Occupations. — In New England most of the people who 
lived on the sea-coast were engaged in fishing, building 
ships, and trading with the West Indies. Their ships 
carried horses, oxen, meat, and fish to the West Indies 
and brought back sugar and molasses. Some of the ships 
went to Africa for slaves which were sold to farmers in 
the Southern Colonies. 

Most of the people who lived inland were farmers. They 
planted corn, potatoes, and garden vegetables, and also 
raised many horses and cattle. 

Every family had a loom, and the women wove cloth 
from flax raised on the farm or from wool brought from 
England or cut from their own sheep. In all the colonies the 
women also span their own yarn and thread. 

In New York most of the people were traders who 
engaged in many kinds of commerce. They did a good 
business in furs, lumber, and flour. 

The people of the Middle Colonies were farmers. They 
also did much trading at Philadelphia, which was then 
the most important city in the country. All the Southern 
Colonies, except South Carolina, raised and sold tobacco, 
which was sent in ships to Europe. In South Carolina 
rice was the main crop of the settlers. 

Slavery. — In 1619 a Dutch ship brought twenty negroes 
from Africa and sold them to the farmers of Virginia as 
slaves. This first cargo was so profitable that more slaves 
were soon brought to America and sold in all the colonies. 
This was the beginning of slavery in this country. The 



LIFE IN THE COLONIES 



.51 



Northern and Middle colonies bought only a few slaves, 
because none but the wealthy could afford to keep them 
for servants; but in the South the farmers bought thou- 
sands of them to work in the tobacco and rice fields. 

Religion. — A large part of the people were very religious. 
Many of them had come to America in order to have the 
kind of church they wished. In New England a minister 
had come with almost every group of people that formed 
one of the early settlements. At first most of the colonies 




Pilgrims Going to CnrECH 

tried to have only one church and to keep out settlers 
who \vould not attend that church. 

Maryland and Rhode Island gave the people religious 
freedom. Pennsylvania and Georgia treated all sects 
kindly, and after a time all the colonies saw that this was 
the right thing to do. Every man wanted to choose his 
own church and to be free himself, and it was seen to be 
best to give others the right to choose for themselves. 
The ministers were usually the best educated men in the 
settlements and everybody went to them for advice. 

Education. — At first there were only a few free schools. 
The ministers taught the children reading, writing, and 



52 THE UNITED STATES 

arithmetic. Soon the New England people begac to build 
schoolhouses. Here the boys went to school, but not many 
of the girls. Philadelphia had good public schools for 
both boys and girls. The Southern Colonies did not have 
many schools because the farmers lived too far apart on 
their large farms or jjlantations. Those who were rich 
enough had tutors for their children at home or else sent 
them to England to be educated. 

All the New England Colonies and New York, New 
Jersey, Pennsylvania, and Virginia had colleges for young 
men, for the colonists knew that their children needed to 
be educated in order to be successful and happy. 

Homes. — The early settlers lived in rough log cabins, but 
it was not long before they began to build sawmills. Then 
those who could afford it had houses built of sawed lum- 
ber. A few of the rich settlers had fine houses built of 
brick. The early settlers had no stoves, but they built 
large fireplaces to warm their houses and do their cooking. 

Most of the colonists made their own tables, chairs, 
and other furniture. They used wooden and pewter 
dishes. The rich had furniture and china and silver dishes 
brought from England. 

Social Customs. — In many ways the colonists helped one 
another in their work. When a man built a house or 
barn, his neighbors came and spent a day helping him to 
put the heavy timbers in place. When the neighbors went 
home at night, the frame of the building would be ready 
for the owner to cover with boards. They called their 
day's work a "raising." When the corn was ripe, they 
had husking parties or "bees;" all the people of a neigh- 
borhood would come together and husk one man's corn 
in a single day. When a settler's wife had a bedquilt 
to make, she would invite her neighbors to come and help 
her in a "quilting party." In the evening the young 
people would come to these parties and have a dance. 



LIFE IN THE COLONIES 



53 



On Thanksgiving Day large families would come to- 
gether for a fine dinner; the table would be loaded with 
turkey, chicken, vegetables, pies, puddings, and cakes. 

When the long winter evenings came, the colonists liked 
to visit their neighbors. Sitting together before the wide 
fireplaces, they would talk, tell stories, and eat nuts a-nd 
apples. 

On all social occasions and whenever they met to do 
business, many of the colonists drank a great deal of liquor. 



^^^ 


^ -;:-s 


l-:^ 


^^fc^^^^'^'^ 


klH 


^^M 


Wf^ 


^^'^d^i^jm^mm 


wA 


(-- 




r-^ 


^^^^^^^^^^^^^^^^^^^H > . 


Hi si 


m 

m 


^ 



Courtesy of the Essex Institute, Salem, Mass. 

A New England Kitchen of Colonial Times 

As a result there was much drunkenness, poverty, and suf- 
fering. 

In the Southern Colonies the slaves did nearly all the 
woi'k. The owners of the great plantations spent much 
of their time in visiting one another, hunting with their 
dogs and horses, going to social gatherings, and attend- 
ing to politics. 

In all the colonies ''training days" were held. On these 
days hundreds of men came together with their guns to 



54 THE UNITED STATES 

be taught how to act as soldiers. Their officers trained 
them to march together and to load and fire their guns 
at the word of command. When the training was over, 
there would be trials of skill to see who could shoot best 
with the rifle. This practice made the colonists very good 
marksmen. The young men would also have running, 
jumping, and wrestling matches and other sports. 

Travel. — Most of the early settlements were located on 
the seacoast or on the banks of rivers, so that the colonists 
could travel from one place to another by boat. When 
settlements were made at a distance from the coast and 
rivers, people had to travel to them on foot or on horse- 
back. There were no good roads, and very few wheeled 
carriages were used. It was a common thing to see a 
man and his wife riding on the same horse along 
the poor country roads and the paths cut through the 
woods. In 1766, when a stage-coach went from New 
York to Philadelphia in two days, people called it a ''fly- 
ing machine." What would we think of such speed 
to-day? 

Government. — When the Atlantic colonies were first set- 
tled, each had some sort of charter or written permission 
from the king or from some company authorized by the 
king. These charters told the colonists what kind of 
government they could have. In some colonies the people 
did not like their governments and asked the king to 
change them. In other colonies the king did not like the 
way the people managed their governments, and he quar- 
reled with them and took away some of the privileges he 
liad granted them. 

The Dutch colony of New York was conquered by 
soldiers sent from England and thus became an English 
colony. Plymouth and ^Massachusetts Bay Colony united 
into one. Hartford, New Haven, and the other colonies in 
Connecticut united, and all were called Connecticut. 



LIFE IN THE COLONIES 55 

When all these changes had been made, there were 
thirteen English colonies in the United States. Four were 
called New England Colonies; these were New Hamp- 
shire, Massachusetts, Rhode Island, and Connecticut. 
Four were called Middle Colonies ; these were New York, 
New Jersey, Pennsylvania, and Delaware. Five were 
Southern Colonies ; these were Maryland, Virginia, North 
Carolina, South Carolina, and Georgia. 

Each of the colonies had a legislature, or body of law- 
makers, to look after its public affairs. The legislature 
was made up of two parts, or houses. There was an 
assembly, called the lower house, or House of Representa- 
tives, chosen by the people themselves. The other part, 
called the upper house, was the Governor's Council. Be- 
sides helping to make the laws, the Governor's Council 
also gave advice to the governor and aided him in his 
duties. 

In the small towns the people held elections to vote for 
their local officers and to decide upon local affairs. Each 
colony was independent of all the others, so there was no 
way of making laws that should be obeyed by all the 
people in all the colonies. 

England's Colonial Policy. — This kind of government 
suited the people very well when the kings of England 
left them alone. But some of their governors sometimes 
hindered them from making the kind of laws they wanted. 
Then, too, the kings tried to make the people obey many 
laws made for them in England in order to benefit the 
English Government and their friends.. This the people 
did not like. The kings insisted that the colonies should 
help to pay for the navy that protected them. Some of 
the English people cared little for the American Colonies 
except for the opportunity to make money out of their 
trade and commerce. They did not want them to become 
strong and independent and able to take care of themselves. 



56 THE UNITED STATES 

In 1651 a law called the Navigation Act was made in 
England. This law said that England was the only- 
country to which the colonists could sell their goods, and 
that they must send their goods across the ocean only in 
English or colonial ships. Another law said that the colon- 
ists could not buy any goods made anywhere else in the 
world than England unless they were brought across the 
ocean in English ships. 

Another law hindered the people in one colony from 
trading with their neighbors in another colony. If the 
people in Rhode Island wanted to trade certain things 
that they made for certain things made in Massachusetts, 
the articles would have to be sent first to England and 
then sent back across the ocean in an English ship. If 
the people were not willing to send the goods across the 
ocean and back, they might trade with one another by 
paying a tax to England for the privilege. Just think 
of the injustice of that ! 

Twenty-nine different Navigation Acts were passed by 
the English Government in this effort to make profit out 
of the trade of the colonists. 

The king and his friends appointed a number of men, 
called "lords of trade," to study America and see what 
could be done to make *'the colonies most useful and 
beneficial to England." The lords of trade reported to 
the king what was going on in America. This helped him 
to make the kind of laws he wanted. 

When he found out that the colonists were making 
woolen goods to sell abroad, a law was passed saying 
that if any of the colonists attempted to ship any wool 
or woolen goods to any place in the world, their ship and 
cargo should be taken away from them and they would 
have to pay a fine of $2,500. 

Another law forbade the colonists to have any forges 
or iron mills, and they could not have any furnaces to 



LIFE IN THE COLONIES 



57 







Key West «• • •* 



"0 



'^ 



From MontgomeTy: "Leading Facts in American History," by permission of Ginn & Co . 

Map Showing the Thirteen English Colonies and the French 
Explorations and Settlements in the West 

make steel. They were told that their mills for makinjo^ 
nails must be destroyed and that all iron wares must bo 
bought in England. 



58 



THE UNITED STATES 



The people of one colony could not make hats to sell 
to people in another colony. If they put any hats on a 
ship, a wagon, or a horse to carry them to another colony, 
the hats could be seized by the king's officers and the 
owners made to pay a fine of $2,500. 

About the time that England was making these laws 
for the colonies she was having trouble with France. This 
trouble gave the king so much to do that for some years 
he did not enforce his unjust laws very well, and the 
people did considerable trading in spite of them. 



Indians 

college 

fireplace 

neighbor 

article 

important 

educated 



Word Drill 

settlers 

intelligent 

furniture 

travel 

privilege 

occupation 

Thanksgiving 



anger 

successful 

dishes 

horseback 

furnace 

commerce 

suifering 



Review Exercises 

1. How did the Indians live? 

2. What made the Indians jealous of the white men? 

3. Tell about the trouble with the Indians in Virginia; in 

Connecticut; in King Philip's War. 

4. Why did the white people get along better with the Indians 

in Pennsylvania? 

5. Name some of the occupations of the colonists. 

6. Tell how slaves were first brought to America. 

7. Why did the people decide to have religious freedom? 

8. Tell about early education in the colonies. 

9. Describe the homes of the colonists. 

10. Describe a ''house raising"; a husking party; a quilting 

party. 

11. What were training days? 

12. How did the people travel? 

13. Tell something ohont the government of the colonies. 

14. How did the kings of England interfere with the people? 



CHAPTER IX 

WARS WITH THE FRENCH COLONIES 

The Causes of the Wars. — We have seen that Englan<:l 
and France both claimed much of the same territory in 
America. England and France also had many wars in 
Europe. These two causes made wars between the English 
and French colonies in xVmerica. 

The Four Wars.— The first war broke out in 1688. It 
grew out of a quarrel over who should be king of England. 
Most of the people of England wanted William of Orange 
to be their king. The king of France wanted his friend, 
James II, who had been driven out of England, to return 
and be king again. When I^ngland and France began to 
light each other, their colonies in America also took up the 
quarrel. The war was called King William's War because 
William won the throne of England. After eight years 
of lighting, France and England made a treaty and agreed 
that each country should have exactly the same land in 
America that it had before the war. 

Four years later England and France were in another 
war over who should be on the throne of Spain. Their 
colonists in America l)egan to fight again. We call this 
Avar, which lasted from 1702 to 1713, Queen Anne's War, 
because Anne was then Queen of England. When this 
war ended. Port Royal and a large territory in Nova 
Scotia called Acadia were given to England by France. 
During the progress of Queen Anne's W^ar, England and 
Scotland united to form the Kingdom of Great Britain. 

In 1744 a third war began. In Europe, France, Great 

59 



60 THE UNITED STATES 

Britain, and some other nations were fighting to see who 
should be on the throne of Austria. In America this war was 
called King George's War. It lasted four years, from 
1744 to 1748, but there was only one important battle. 
In it British ships and New England soldiers captured 
Louisburg, on the island of Cape Breton. Louisburg was 
one of the strongest forts in the world, and the colonists 
felt very proud of their victory. But when the war was 
over, Britain gave Louisburg back to France in exchange 
for some British territory that France had captured. 

The fourth war was called the French and Indian War. 
Now the French and Indians fought against the British 
to decide finally whether France or Great Britain should 
rule America. Both countries claimed to own the land lying 
west of the English colonies, and both meant to hold it. 

The French and Indian War. — For years the French had 
been building a line of forts from Canada down into the 
Mississippi Valley. Some Virginia farmers and traders 
in 1749 applied to the king of Great Britain and obtained 
permission to settle on half a million acres in the valley 
of the Ohio River. They called themselves the Ohio Com- 
pany. They began to build a road from Virginia to the 
Ohio Valley. 

The Ohio Company soon heard that the French were 
building forts on their land. The governor of Virginia 
in 1753 sent a young man named George Washington 
to tell the French that they must not settle there. The 
French commander treated Washington well but said his 
people should stay and hold the land because the French 
had first explored the Ohio River. 

Washington went back to Virginia. When he reported 
what the French commander had said, men were quickly 
sent to build a fort on the Ohio River. Washington fol- 
lowed the men with some soldiers. While Washington 
was on the march, the French drove away the men who 



WAKS WITH THE FRENCH COLONIES 61 

were building the fort. They finished it themselves and 
named it Fort Duquesne, after the governor of Canada, 
This fort was located where Pittsburgh now stands. 

The French then sent soldiers to meet Washington's 
troops. In the first attack Washington was successful, 
and the French commander and many of his men were 
killed. But a larger band of French and Indians sur- 
rounded Washington a few days later and compelled him 
to surrender. Then they released him and allowed him 
to go back to Virginia. 

After that Britain and France both sent soldiers across 
the ocean to help their colonies, and they began to prepare 
for war. 

Colonial Plans for Union. — The English colonists saw 
that a great struggle was coming. All the colonies must 
work together and help one another in order to win. 

Benjamin Franklin, the editor of a newspaper called 
the Pennsylvania Gazette, printed in his newspaper a 
picture of a snake cut into thirteen pieces. These pieces 
were marked with the names of the English colonies. 
Under the picture were the words, "Unite or Die." 

After the people read what Benjamin Franklin said in 
his newspaper, the four New England Colonies and New 
York, Pennsylvania, and Maryland sent men to Albany 
in New York to try to make a union of all the thirteen 
colonies. The king also wanted them to unite, though 
for more selfish reasons. Franklin helped the men at 
Albany, and they made a plan for a union which provided 
that the king should appoint a president for the colonies 
and the people should elect a council. The president and 
the council should together manage the affairs of the 
union. 

The colonists voted against the plan because they 
thought it gave too much power to the king. The king 
did not like the plan because he thought it gave too much 



62 



THE UNITED STATES 



po-wcr to the people. So the plan failed, but it was a good 
thing for the people to talk and think about union, and 
they learned to help one another. They fought together 
with Great Britain against the French. 

The Capture of Quebec. — The fighting began jn 1755, 
and the French were finally beaten in 1759 with the 
capture of Quebec. The city of Quebec and its fort were 
built on a solid rock high above the St. Lawrence River. 
The city was walled, and the fort was so strong that it 




Quebec at the Time of the French and Indian War 

seemed impossible to capture it. But (leneral James Wolfe, 
who had helped to capture Louisburg, was sent to take it. In 
the night Wolfe led his troops up a steep path to the 
plain above the city. Montcalm, the French commander, 
at once led his army against the British. The two armies 
met in a terrible battle. Both generals were fatally 
wounded, but the British were victorious. 

As Wolfe was dying he heard some one say: ''They 
run! They run!" "Who run?" he asked. "The 
French," was the answer. "Now God be praised! I die 
happy," he murmured. In a few minutes he Avas dead. 
When Montcalm was told that ho was dying, he said: 



WARS WITH THE FRENCH COLONIES 



63 



''So much the better; I shall not live to see the surrender 
of Quebec." In the city of Quebec to-day one can see 
the common monument which has been erected to the 
memory of these two brave men. On the monument is 
this inscription: "Valor gave a united death, History a 
united fame, Posterity a united monument." 

On September 18th, 1759, five days after the Battle 
of the Plains of Abraham, the city and fort of Quebec 
surrendered to the British. 




The Division of Tekeitouy after the French and Indian War 

End of French Rule in America. — The next year the 
French tried to recapture Quebec, but failed. General 
Amherst and a large army captured Montreal. All the 
rest of Canada then surrendered to Great Britain. 

The British and Americans now sent an army to Cuba 
because Spain had helped France. After two months of 
fighting they captured the city of Havana. 

Another British army was sent to the Philippine 
Islands, which also belonged to Spain. This army cap- 
tured the city of Manila, the capital of the Islands. 



64 



THE UNITED STATES 



In 1763 Great Britain, France, and Spain sent repre- 
sentatives to Paris to make peace. France gave Britain 
all she owned in Canada and all her lands east of the 
Mississippi River except the town of New Orleans. New 
Orleans and all the lands France owned west of the Mis- 
sissippi were given to Spain. Spain gave Florida to Great 
Britain in exchange for Havana and Manila. 

All that France had left in North America was a group 
of small islands at the mouth of the Gulf of St. Lawrence, 
south of the island of Newfoundland. Great Britain let 
her keep these in order that she might have a refuge for 
her fishermen in American waters. 





Word Drill 




territory 


commander 


capture 


exchange 


council 


troops 


surrender 


fatal 


release 


refuge 


treaty 


Ohio 


question 


journey 
impossible 


selfish 



Review Exercises 

1. What two causes made several wars in America? 

2. What was the cause of the Frencli and Indian War? 

3. Describe the capture of Quebec. 

4. What Avas the result of the French and Indian War? 

5. Describe the division of territory iii America after the Frencli 

and Indian War. 



CHAPTER X 

EARLY LIFE OF GEORGE WASHINGTON 

The French and Indian War brought to the attention 
of the colonists a young man who was to become one of 
the most famous men in the history of the world. Almost 
every man, woman, and child in every corner of the earth 
has heard of him. Let us pause in our story and learn 
something of the early life of George Washington, "the 
Father of his Country." 

He was born at Bridges Creek in Virginia, near the 
Potomac River, on February 22nd, 1732. George grew 
to be a strong and healthy boy on his father's farms or 
plantations. When he was four years old, a neighbor 
taught him his letters. Then he went to school and 
studied reading, writing, spelling, and arithmetic. When 
he was about eleven years old, his father died. At the 
age of fourteen he made plans to become a sailor, but 
his mother begged him to stay with her and he gave up 
his plans. He went to school again and studied surveying 
until he was sixteen years of age. Besides what he learned 
from books, he also learned much about the life and 
business of Virginia farmers. 

George was tall and strong. He loved sports and games 
and was fond of riding on horseback. He knew a great 
deal about the Indians and their life in the forests. 
Everybody who knew him liked him and trusted him 
because he Avas good, brave, and honest. Such a boy could 
have no trouble in finding employment. 

65 



66 



THE UNITED STATES 



As soon as George left seliool, a wealthy gentleman 
named Lord Fairfax employed him to survey his large 
estate of thousands of acres. Most of this land was 
covered with forest. The work Lord Fairfax asked George 




Young George Washington Surveying the Estate of 
Lord Fairfax 



Washington to do was very difficult, but he did it all and 
did it w^ell. While making the survey he lived in the 
forest. Sometimes he slept on the ground, sometimes in 
the huts of poor settlers. Sometimes he met and talked 
with savage Indians. When George had finished the work, 



EARLY LIFE OF GEORGE WASHINGTON 67 

Lord Fairfax was so well pleased that he helped him to 
obtain the office of public surveyor. For the next three 
years Washington held this office and was very busy. 

In 1751 Washington had to leave this work to take 
care of a sick brother. This brother died and left him 
the care of a large estate on the Potomac River. Thi? 
estate was called Mount Vernon. Later it became famous 
as Washington's home. 

During the years that Washington had worked as a 
surveyor, he had used his leisure hours and days to learns 
the duties and craft of a soldier. This was a wise thing 
for him to do. There was danger from the Indians. 
Soldiers were needed to protect the homes and lives of 
the people. There was danger, too, of trouble between 
the English and the French settlers in America. In 1753, 
as we have seen, they got into a quarrel over land in the 
valley of the Ohio River. The French built some forts 
near the river. Governor Dinwiddle of Virginia deter- 
mined to send someone with a letter to the French tell- 
ing them not to build forts or settle on land belonging to 
Virginia. 

Who was the best man to send? He must be a brave 
man because it was a most dangerous journey. The 
Governor selected Washington, who was now a young 
man twenty-one years of age. Washington selected some 
guides and some Indians to go with him. It took them 
many weeks to go through the forests and over the moun- 
tains. Finally they found the French forts and delivered 
the letter. The French officers treated them well but 
said the French would stay in the Ohio Valley. 

This meant war. Washington returned to Virginia and 
reported to the Governor what the French had said. The 
Governor immediately appointed him lieutenant-colonel 
and sent him back with two companies of soldiers to 
protect a fort that the Virginians were building near the 



68 THE UNITED STATES 

Ohio River. Before they arrived at the fort, a large com- 
pany of French had driven away the men who were 
building it and had finished it themselves. Washington at 
once went to fight the French. They were too many for 
him and he was beaten, but he showed himself so brave 
that everybody praised him for being a hero. 

The next year an army came from England to Virginia 
to fight against the French. This army was commanded 
by General Braddock. When General Braddock learned 
how brave and popular Washington was, he wanted him 
to go with him against the French, and he appointed him 
a colonel in his army. Washington was glad to aid the 
British commander and to go with his expedition to the 
Ohio Valley. 

Alas! It was a sad journey. Suddenly the British 
were attacked by the French and their Indian friends 
who were hidden in the forest. General Braddock was 
killed, and Washington took his place. He called upon 
the soldiers to do their duty and to be brave. Then he 
rode where the danger was greatest. His horse was 
killed. He got another, and soon that also was shot. 
Four bullets went through Washington's coat, but he 
himself was not harmed, and he saved the army from 
complete destruction. 

When Washington went back to Virginia, he was soon 
made commander over all the soldiers in that colony. 
For three years after this promotion he remained at the 
head of the army of Virginia to protect the colony against 
its enemies. 

In 1759 Washington married Martha Custis, and for the 
next sixteen years he lived on his estate at Mount Vernon. 
Here he was a very successful farmer. He was chosen 
one of the burgesses, or lawmakers, of Virginia, and gave 
much of his time and thought to benefit his countrymen 
and fellow citizens. 



EARLY LIFE OF GEORGE WASHINGTON 



69 





Word Drill 




attention 


famous 


plantation 


surveyor 


difficult 


leisure 


guide 


mountain 


colonel 


popular 


danger 


protect 


employment 


estate 


promotion 



Review Exercises 

1. Who lias been called "the Father of his Country"? 

2. When and where was George Washington born ? 

3. What can you tell about his education? 

4. WHiat work did he do soon after leaving school? 

5. What did he learn while working as a surveyor? 

6. Why did the governor of Virginia send him to visit some 

French forts? 

7. Describe his journey to the forts. 

8. What did the French officers say to him? 

9. What happened after Washington returned to Virginia? 

10. Tell how Washington helped General Braddock's soldiers. 

11. Where did Washington Uve after tlie French and Indian 

War? 



CHAPTER XI 

CAUSES OF THE REVOLUTION 

The Navigation Acts. — In 1775 Washington's peaceful 
life at Mount Vernon was disturbed by a quarrel between 
the British king and his American colonies. One of the 
causes of this quarrel was the Navigation Acts which had 
been passed by the British Government. These laws 
told the Americans how they must carry on their trade 
with the rest of the world. The rules were made for the 
benefit of the British Government and British traders. 
They were very unfair to the Americans, as you have 
already learned in Chapter VIII of this book. The 
colonists had never obeyed some of these laws because 
they said Britain had no right to make such laws. 

Britain could not punish the disobedient colonists while 
her wars with France were going on. But after the French 
and Indian War, when Canada surrendered, Britain said 
she would make the Americans obey. The colonists refused, 
and a bitter quarrel began. Britain also said that slie 
was going to keep an army in America to protect her 
territory and that the Americans must pay the expenses 
of this army. Again they refused to obey ! 

The Stamp Act. — The British Government now passed a 
law called the Stamp Act to raise more revenue from the 
colonies. This required that all newspapers, almanacs, 
and all kinds of legal papers have a stamp on them. These 
stamps cost from one cent to sixty dollars and had to be 
purchased from British officers. The colonists held this 
Act unjust, and they would not buy the stamps. 

70 



CAUSES OF THE REVOLUTION 



71 




Raising a Liberty Pole 

This was one of the ways in which the colonists expressed their protests against 

the injustice of the acts of the British Government. 

Men from nine of the colonies met at New York in 
1765 and held what is known as the Stamp Act Congress. 
They declared that it was one of the rights of English 
colonists that they should pay no taxes to anybody but 
their own officers. They could not be taxed by anybody 
else without their own consent. The colonists did not send 
any men, or representatives, to the British Parliament. 
Therefore, they said, the Stamp Act and all other tax 
laws made by Parliament could not be enforced in the 
colonies. Parliament repealed the Stamp Act, but in 
doing so declared that the British Government had a right 
to make any law it wished for America. 

Other Taxes. — In 1767 the British Parliament i)assed 
another law which compelled the Americans to pay a tax 
on all glass, lead, paper, paint, and tea brought into the 
colonies. To make the people pay these taxes the 
king sent soldiers to America. This made the colonists 
still more angry. 



72 



THE UNITED STATES 



Protests of the Colonists. — All over the colonies the 
people declared they would not pay any taxes to the 
British Government. Shiploads of tea were sent to New 
York, Philadelphia, and Baltimore, but the people would 
not let it land, and the ships had to carry it back to 
England. At Boston a British ship attempted to land 
some tea, but some people dressed as Indians threw it 
into the sea. In punishment for this act Parliament passed 
a law that no ship could trade with Boston until the 
people paid for the tea, but they did not pay. 

The First Continental Congress. — In 1774 men from all 
the colonies but Georgia met at Philadelphia and voted 
not to trade with Britain until the unjust tax laws were 
repealed. They also asked the king to treat them justly 
and sent letters explaining their troubles to the people 
of Britain, the people of Canada, and their fellow colonists. 
These representatives voted to have another meeting in 
Philadelphia in May, 1775. 





Word Drill 




disturb 


quarrel 


navigation 


peaceful 


unfair 


expense 


benefit 


traders 


protect 


stamp 


congress 


tax 


Parliament 


consent 


punishment 


unjust 


repeal 


explain 



Review Exercises 

1. What disturbed Washington's life at Mount Vernon? 

2. What were the Navigation Acts ? 

3. What happened after Canada surrendered to Great Britain? 

4. Describe the Stamp Act. 

5. What did the Americans say about the Stamp Act? 

6. What became of the Stamp Act? 

7. What other taxes did Parliament ask the Americans to pay? 

8. What did the people say ? What did they do about tea ? 

9. Describe the First Continental Congress. 



CHAPTER XII 

THE REVOLUTIONARY WAR 

War Begins. — In the spring of 1775 General Gage, who 
commanded the British soldiers in Boston, made up his 
mind to capture Samuel Adams and John Hancock. These 
two men were the leaders of the American patriots in 
Massachusetts. The night of the 18th of April they were 
staying at a house near Lexington, a few miles from Boston. 
Learning this, Gage sent some soldiers to capture them and 
also to get some powder and supplies that the patriots had 
collected at Concord, a few miles beyond Lexington. 

When the British soldiers left Boston, a patriot named 
Paul Revere started on liorseback for Lexington and Con- 
cord. During the night he warned the farmers that the 
soldiers were coming. In the morning, when the British 
troops reached Lexington, fifty patriots were waiting for 
them. The soldiers fired and killed eight of the colonists. 

Then the troops went on to Concord. There four hun- 
dred patriots were assembled ready to fight. In a sharp 
battle at Concord bridge the British were driven back. They 
started for Boston. From all directions the farmers came 
running to attack them. All the way back to Lexington, 
a distance of ten miles, the farmers fired at them from 
behind houses, trees, and stone walls. At Lexington the 
retreating troops met some more British soldiers who had 
come from Boston to help their comrades. The Americans 
fired upon these also and chased all the soldiers back to 
Boston. Nearly three hundred of the British troops were 
killed. The Americans lost eighty-eight men. 

73 



74 



THE UNITED STATES 



AYheii the American patriots heard that a battle had 
been fought, they took their guns and hurried to Boston 
from all over New England. In a few days thousands of 
men were camped near Boston ready for the war that now 
seemed certain to come. 

The Second Continental Congress. — When the Continen- 
tal Congress met for the second time, at Philadelphia 




Boi-LDER Marking the Line of the Minute Men at Lexington 

in May, 1775, the patriots asked the delegates to make 
plans for the war. The delegates had not been elected 
to do this, but somebody must do it quickly. The Congress 
thouglit that they ought to do what the people wished, 
so they voted to call the patriots who were camped around 
Boston the Continental Army. Troops from Pennsylvania 
and ^Maryland were ordered to join the New England 
troops. 



THE REVOLUTIONARY WAR 75 

Who should be the general of the Continental Army? 
Washington was the man for such an important post. The 
Congress asked him to be commander-in-chief, and he 
accepted. He left his home immediately and went to Cam- 
bridge, IMassachusetts, where an army of sixteen thousand 
untrained men was waiting for him. 

Bunker Hill. — On June 17th, before Washington arrived, 
the Americans and the British fought another battle near 
Boston. The Americans had begun to fortify Bunker Hill, 
near the city, and the British went to attack them. The 
Americans drove the British troops back twice. When 
they came up the hill the third time, the Americans had 
no more powder, but they continued to fight with their 
gunstocks and with stones. Although the British finally 
captured the hill, they lost twice as many men as the 
Americans lost. 

Tlie British Driven from Boston. — For months Wash- 
ington tried to drive the British out of Boston. At last, 
in the spring of 1776, he got possession of a hill called 
Dorchester Heights. This hill overlooked the city, and 
when the British saw Washington's soldiers and their 
cannon on the hill, X\\Qy left the city and sailed away to 
Halifax, in Nova Scotia. Washington then thought that 
the British would soon try to capture New York; so he 
went there and fortified Brooklyn Heights, on Long 
Island. 

The Desire for Independence. — While the fighting around 
Boston had been going on, the Continental Congress had 
sent a man named Richard Penn to England to try to 
get King George III to make peace and give the Americans 
tlieir rights. The stubborn king not only refused this, 
but he hired Hessian soldiers in Germany and sent them 
to America, because the British troops did not like to fight 
the Americans. 

Greatly dissatisfied with the rule of Britain, the Amer- 



76 



THE UNITED STATES 



icans now began to talk about being independent. Before 
this they had been willing to belong to Britain if they 
could have their rights. Now they declared they would 
fight to be free and establish a separate nation of their 
own. There were, however, many colonists who thought it 
wrong to oppose the king. These were called Tories. Some 
joined the British army ; some went to Canada ; some stayed 
in the colonies and had much trouble with the patriots. 




1 HE C'lj-N'TIXEN'TAI- ('(iXi.KKSS \'(rriX(; I XDEPENDENCE 

Americans BirtUday. — On July -tth, 1776, the Continental 
Congress voted "that these united colonies are, and of 
right ought to be, free and independent states, ' ' and signed 
the famous Declaration of Independence. That day was 
the birthday of American freedom, the day when we threw 
off the bonds that bound us to Britain. Every year through- 
out this country and in many other countries, wherever 
there are American residents, Independence Day is fittingly 
celebrated. It is sometimes called the Fourth of July. 



THE REVOLUTIONARY WAR 77 

The following is the Declaration of Independence to 
which we owe our freedom to-day: 

THE DECLARATION OF INDEPENDENCE 

In Congress, July 4, 1776. 

THE UNANIMOUS DECLARATION 

OF THE 

THIRTEEN UNITED STATES OF AMERICA 

When in the course of human events, it becomes necessary 
for one people to dissolve the political bands which have con- 
nected them with another, and to assume, among the powers of 
the earth, the separate and equal station to which the laws 
of nature and of nature's God entitle them, a decent respect 
to the opinions of mankind requires that they should declare the 
causes which impel them to the separation. 

a 3i.jL,.,.^u^ 1^ ^iLy^^-r^LJi:^ y//^ 66VITED states 

f'" / <'^" ' - ^ ' ^ 'r/..ii fi fff,,^, /,„„ ^,-,1/^, „i; ..M. • . ^J ^ig^^ 

xJKicn. c/rn^fctc. TKemn.'Vo rf|< i Kii iii I'l . ii; Y"i"ii i i 

Beginning of the First Draft of the Declaration of Independence 
IN THE Handwriting of Thomas Jefferson 

We hold these truths to be self-evident, that all men are 
created equal ; that they are endowed by their Creator with 
certain inalienable rights; that among these are life, liberty, 
and the pursuit of happiness; that to secure these rights, 
governments are instituted among men, deriving their just 
powers from the consent of the governed ; tliat whenever any 
form of government becomes destructive of these ends, it is 
the right of the people to alter or to abolish it, and to institute 
a new government, laying its foundation on such principles, 
and organizing its powers in such form as to them shall seem 



78 THE UNITED STATES 

most likely to effect their safety and happiness. Prudence, 
indeed, will dictate that governments long established should 
not be changed for light and transient causes; and accordingly 
all experience hath shown that mankind are more disposed to 
suffer while evils are sufferable, tlian to right themselves by 
abolishing the forms to whicli they are accustomed. But when 
a long train of abuses and usurpations, pursuing invariably the 
same object, evinces a design to reduce them under absolute 
despotism, it is their right, it is their duty, to throw off such 
government, and to provide new guards for their future security. 
Such has been the patient siifferancc of these Colonies, and 
such is now the necessity which constrains tliem to alter their 
former system of government. The history of the present King 
of Great Britain is a liistory of repeated injuries and usurpa- 
tions, all having in direct object the establishment of an absolute 
tyranny over these States. To prove this, let facts be sub- 
mitted to a candid world. 

He has refused his assent to laws the most wholesome and 
necessary for the public good. 

He has forbidden his governors to pass laws of innnediatc 
and pressing importance, unless suspended in their o]>eration 
till his assent should be obtained ; and when so suspended, he 
has utterly neglected to attend to them. 

He has refused to pass other laws for the accommodation 
of large districts of people, unless those people would relinqi;isli 
the right of representation in the legislature, a right inestimable 
to them and formidable to tyrants only. 

He has called together legislative bodies at places unusual, 
uncomfortable, and distant from the depository of their public 
records, for the sole purpose of fatiguing them into compliance 
with his measures. 

He has dissolved representative houses repeatedly, for oppos- 
ing with manly firmness his invasions on the rights of the 
people. 

He has refused for a long time, after such dissolutions, to 
cause others to be elected; whereby the legislative powers, 
incapable of annihilation, have returned to the people at large 
for their exercise; the State remaining, in the meantime, ex- 
posed to all the dangers of invasion from without and convul- 
sions within. 

He has endeavored to prevent the population of these States; 
for that pui7)ose obstructing the laws for naturalization of 



THE REVOLUTIONARY WAR 79 

foreigners ; refusing to pass others to encourage their migration 
hitlier; and raising tlie conditions of new appropriations of 
lands. 

He lias obstructed the administration of justice by refusing 
his assent to laws for establishing judiciary powers. 

He has made judges dependent on his will alone for the 
tenure of their offices and the amount and payment of their 
salaries. 

He has erected a multitude of new offices, and sent hither 
swarms of officers to harass our peoj^le and eat out their 
substance. 

He has kept among us, in times of peace, standing armies, 
without the consent of our legislatures. 

He has affected to render the military independent of and 
superior to the civil power. 

He has combined with others to subject us to a jurisdiction 
foreign to our constitution and unacknowledged by our laws; 
giving his assent to their acts of pretended legislation : 

For quartering large bodies of armed troops among us; 

For protecting them, by a mock trial, from punishment for 
any murders which they should commit on the inhabitants of 
these States; 

For cutting off our trade with all parts of the world ; 

For imposing taxes on us without our consent ; 

For depriving us, in many cases, of the benefits of trial by 

For transporting us beyond seas to be tried for pretended 
offenses ; 

For abolishing the free system of English laws in a neigh- 
boring province, establishing therein an arbitrary government 
and enlarging its boundaries, so as to render it at once an 
example and fit instrument for introducing the same absolute 
rule into these Colonies; 

For taking away our charters, abolishing our most valuable 
laws, and altering fundamentally the forms of our governments ; 

For suspending our own legislatures, and declaring themselves 
invested with power to legislate for us in all eases whatsoever. 

He has abdicated government here, by declaring us out of 
liis protection and waging war against us. 

He has plundered our seas, ravaged our coasts, burnt our 
towns, and destroyed the lives of our people. 

He is, at this time, transporting large armies of foreign 



80 THE UNITED STATES 

mercenaries to complete the works of death, desolation, and 
tyranny, already begun, with circumstances of cruelty and 
perfidy scarcely paralleled in the most barbarous ages, and 
totally unworthy the head of a civilized nation. 

He has constrained our fellow citizens taken captive on the 
high seas to bear arms against their country, to become the 
executioners of their friends and brethren, or to fall themselves 
by their hands. 

He has excited domestic insurrection among'isc us, and has 
endeavored to bring on the inhabitants of our frontiers, the 
merciless Indian savages, whose known rule of warfare is an 
undistinguished destruction of all ages, sexes, and conditions. 

In every stage of these oppressions we have petitioned for 
redress in the most humble terms; our repeated petitions have 
been answered only by repeated injury. A prince whose 
character is thus marked by every act which may define a tyrant 
is unfit to be the ruler of a free people. 

Nor have we been wanting in attention to our British brethren. 
We have warned them, from time to time, of attempts by their 
legislature to extend an unwarrantable jurisdiction over us. W(i 
have reminded them of the circumstances of our emigration 
and settlement here. We have appealed to their native justice 
and magnanimity, and we have conjured them by the ties of 
our connnon kindred to disavow these usurpations, which would 
inevitably interrupt our connections and correspondence. They, 
too, have been deaf to the voice of justice and of consanguinity. 
We must, therefore, acquiesce in the necessity which denounces 
our separation and hold them, as we hold the rest of mankind, 
enemies in war, in peace, friends. 

We, therefore, the Representatives of the United States of 
America, in General Congress assembled, appealing to the 
Supreme Judge of the world for the rectitude of our intentions, 
do, in the name and by the authority of the good people of 
these Colonies, solemnly publish and declare : That these United 
Colonies are, and of right ought to be, free and independent 
States ; that they are absolved from all allegiance to the British 
crown, and that all political connection between them and the 
State of Great Britain is, and ought to be, totally dissolved; 
and that as free and independent States they have full jDOwer 
to levy war, conclude peace, contract alliances, establish com- 
merce, and to do all other acts and things which independent 
States may of right do. And for the support of this declaration, 



THE REVOLUTIONARY WAR 



81 



with a firm reliance on the protection of Divine Providence 
we mutually pledge to each other our lives, our fortunes, and 
our sacred honor. 



Georgia 
Button Gwinnett 
Lyman Hall 
Geo. Walton 

South Carolina 
Edward Rutledge 
Thos. Heyward, junr. 
Thomas Lynch, junr. 
Arthur Middleton 

Virginia 
George Wythe 
Richard Henry Lee 
Thos. Jefferson 
Benj. Harrison 
Thos. Nelson, Jr. 
Francis Lightfoot Lee 
Carter Braxton 

Delaware 
Caesar Rodney 
Geo. Read 
Tho. MTvean 

Kew Jersey 
Richd. Stockton 

Jno. W'ITHERSPOON 

Eras. Hopkinson 
John Hart 
Abra. Clark 

New Hampshire 
Josiah Bartlett 
Wm. Whipple 
Matthew Thornton 

Rhode Island and Providence 
Plantations 
Step. Hopkins 
William Ellery 



JOHN HANCOCK. 

Massachusetts Bay 
Saml. Adams 
John Adams 
Robert Treat Paine 
ElbridgE Gerry 

North Carolina 
W^M. Hooper 
Joseph Hewes 
John Penn 

Maryland 

Samuel Chase 

Wm. Paca 

Thos. Stone 

Charles Carroll of Carrollton 

Pennsylvania 
Robt. Morris 
Benjamin Rush 
Benja. Franklin 
John Morton 
Geo. Clymer 
Jas. Smith 
Geo. Taylor 
James Wilson 
Geo. Ross 

New York 
Wm. Floyd 
Phil. Livingston 
Fran's. Lewis 
Lewis Morris 

Cormecticut 
Roger Sherman 
Saml. Huntington 
Wm. Williams 
Oliver Wolcott 



82 THE UNITED STATES 

The Battle of Long Island. — Although the Americans 
had declared themselves mdependent, they had to con- 
tinue fighting in order to make their declaration good. 
Soon the British army was joined by more soldiers from 
England, and they went to capture New York. A terrible 
battle was fought on Long Island, and the Americans were 
beaten and driven from Brooklyn Heights. They fled in 
rowboats to New York City and later crossed the Hudson 
River into New Jersey. 

The British, after taking possession of New York, then 
chased the Americans to the Delaware River. Washing- 
ton's army crossed into Pennsylvania, where the British 
could not follow because the Americans had all the boats. 
The Britisli and Hessians took possession of Trenton. Their 
commander. Lord Howe, went back to New York to cele- 
brate Christmas. 

The patriot soldiers were discouraged. Many of them 
left the army. People found fault with Washington be- 
cause he had been beaten. Many became Tories. But 
there were some whose faith in the great general never 
faltered. Robert Morris of Philadelphia was one of 
Washington's best friends. Morris borrowed a great deal 
of money and gave it to Washington for the army. 

The Battle of Trenton. — On Christmas night, 1776, 
Washington went back across the Delaware River with 
2,400 men and surprised the Hessians, who were having a 
good time, eating and drinking. He captured a thousand 
of them and lost only four of his own soldiers. This 
victory filled the patriots with hope. 

A few days later Washington captured two hundred 
more at Princeton, New Jersey. Soon the Americans drove 
nearly all the British out of New Jersey. 

During the next fall (1777) the British won a battle 
at Brandywine and another at Germantown. both in 
Pennsylvania. Then they took possession of Philadelphia, 



THE REVOLUTIONARY WAR 



83 



and Washington made his camp at Valley Forge, about 
twenty-two miles from the city. Here the American army 
stayed all winter and nearly starved and froze to death. 
The soldiers suffered terribly. That winter was the sad- 
dest of all during the war. 

Burgoyne's Surrender. — Another British army was sent 
in the summer of 1777 from Canada to try to capture the 
state of New York. General Burgoyne, the commander, 




Washington Crossing the Delaware 



led part of this army to Lake George and then started 
for Albany. The rest of the army was to come by other 
routes and join him there, but all his plans failed. The 
last of Burgoyne 's large army was defeated at Saratoga 
and surrendered to General Horatio Gates on October 17th, 
1777. 

This victory made many friends for the Americans. 
France had already sent money secretly to help the 
Americans fight against Great Britain. Now the king of 
France entered into a treaty of alliance and sent ships 



84 THE UNITED STATES 

and soldiers. Spain and Holland had also sent money 
to help the Americans, and both these countries now made 
war on Britain. 

The Close of the War. — The war lasted three years after 
the French army joined the Americans in 1778, but the 
patriots were now hopeful and full of courage. Sir Henry 
Clinton was in command of the British in Philadelphia. 
When he heard that the French were coming, he and his 
army left the city and went to New York. Several battles 
were fought around New York and near the New England 
coast, but the main part of the fighting during the last 
three years of the war was in the South. 

The state of Georgia was conquered by the British, and 
also a large part of South Carolina. At Camden, in South 
Carolina, Lord Cornwallis and the British won a great 
victory over General Gates and the Americans. But to 
balance these defeats John Paul Jones and some other 
sea captains Avith a few American ships did much damage 
to the British fleet and won many victories. 

In 1781 General Nathaniel Greene took command of the 
Americans in the South, and the British were driven out 
of Georgia. Under Cornwallis they had burned houses 
and destroyed ten million dollars' worth of American 
property. After this Cornwallis fortified a camp at York- 
town, in Virginia. Here General Lafayette kept guard 
and watched the British army while Greene again went 
South and drove the British out of most of South Carolina. 
In a short time a French fleet arrived and prevented 
Cornwallis from escaping by sea. Washington hurried 
from the Hudson River to Yorktown to prevent Corn- 
wallis from escaping by land. The British army was in 
a bad trap. After fighting a week Cornwallis decided to 
surrender. The Revolutionary War was over. King 
George III wanted to fight again, but Parliament said 
" No ! " and he had to make peace. 



THE KEVOLUTIONARY WAR 



85 



The Treaty of Peace. — On September 3rd, 1783, a group 
of men chosen by Britain and the United States signed 
a treaty of peace at Paris. They agreed that the United 
States should be free and should extend from the Atlantic 




The Territory of the United States at the Close of the Revolution 



Ocean on the east to the Mississippi Kiver on the west. 
Canada on the north should belong to England. All 
Florida was given to Spain; the country west of the 
Mississippi River already belonged to Spain. The thirteen 
colonies were now the thirteen United States of America. 



86 



THE UNITED STATES 



Before we leave the Revolutionary War you will be 
interested to read in the next chapter the story of one 
who died a brave death for the sake of the new country. 



Lexington 
comrade 
independence 
suffered 



Word Drill 

Concord 
capture 
celebrate 
surrender 



patriot 
fortify 
defeated 
victory 



Review Exercises 

1. What was the first battle of the Revolutionary War? 

2. What was the efeect ? 

3. What was done by the Second Continental Congress? 

4. Describe the battle of Bunker Hill. 

5. How were the British driven out of Boston? 

6. Explain the desire for independence. 

7. Who were the Tories ? 

8. What liappened on Independence Day? What was the date? 

9. Can you give the first paragraph of the Declaration of 

Independence? 

10. How docs the Declaration of Independence say that all men 

are created? What does this mean? 

11. What rights does it say belong to all men? 

12. Name some reasons why the King of Great Britain was 

called a tyrant. 

13. What did the members of the Congress pledge in order to 

make good their declaration? 

14. Describe the battle of Trenton. 

15. What took place at Valley Forge? 

16. What was the effect of Burgoyne's surrender? 

17. What was the last battle of the war? 

18. What was agreed to when the treaty of peace was signed ? 



CHAPTER XIII 

NATHAN HALE 

It was April 20th, 1775. In the Union Grammar School 
at New London, Connecticut, about thirty boys were busy 
with their lessons. We can imagine how diligently they 
Avere working, for many of them were anxious to enter 
college, win honors, and eventually become as popular 
and highly esteemed as was their teacher, Nathan Hale. 

Young Hale, although not ciuite twenty years of age, 
had already won high reputation as a scholar, a teacher, 
a thinker, and a leader among the people. He was born 
in the town of Coventry, Connecticut, on June 6th, 1755. 
In 1773 he was graduated from Yale College with the 
highest honors. 

The first year after his graduation he taught in the 
little red schoolhouse at East Haddam. His success there 
led to his engagement the next year as teacher of the fine 
new grammar school at New London. 

The political troubles between the American colonies 
and Great Britain had made Hale a bold and outspoken 
patriot, and since the day he entered college, his eloquent 
words had often roused his hearers to the highest 
enthusiasm in defense of their rights and liberties. 

On this particular morning his thoughts were with his 
pupils and their schoolroom discussions. Suddenly there 
was heard the sound of excited voices in the street. A 
window was open, and the boys caught some words which 
filled them with excitement. The teacher counseled them 
not to let their thoughts wander from their lessons. 

87 



88 • THE UNITED STATES 

But the noise and excitement outside the building con- 
tinued, and the boys became too much disturbed to work. 
The teacher himself found that he was as anxious as the 
boys to know what was happening. He closed the school 
and with his boys rushed toward the crowd that had 
surrounded the statue of King George. 

"What is it all about?" asked Hale. 



The Nathan Hale Schoolhouse at New London, 

Connecticut 

The building is now used as a museum. 

"Haven't you heard? It is a message from Lexington 
where the British have fallen on our brothers and sought 
to cut them to pieces. Yesterday there was a battle." 

"Has it come to that?" asked Hale in astonishment. 

Another man addressed the crowd. "Let all who wish 
to form some ])lan to help Massachusetts meet me to-night 
at Miner's Tavern." 

Hale went to his lodgings. He was so absorbed with the 



NATHAN HALE " 89 

terrible news that had come from Lexington that he 
thought no more of school. 

In the evening he joined the throng of serious, thought- 
ful men that assembled at Miner's Tavern. After listen- 
ing to an earnest speech by the Honorable Richard Law, 
Hale ascended the platform and began to talk. As they 
listened to his eloquence and observed his manly bearing, 
his hearers forgot all else in their desire to seize their 
muskets and swords and march to the aid of their country- 
men in Massachusetts. 

Hale closed with these words: 

"Let us not lay down our arms until we have gained our 
independence ! ' ' 

Independence! That was a new thought. But it was a 
thought that would soon be in thousands of minds. 

That night Hale made arrangements to go with the two 
companies of soldiers that were to be sent to Cambridge. 
The following morning they left New London at sunrise. 
At Cambridge Hale became a favorite with the officers 
and men. For months he worked hard to train and 
exercise his company of soldiers, and he did this so well 
that he won compliments from his commander-in-chief, 
Washington, 

The next year, 1776, Washington's army moved from 
Boston to New Yoi'k and fought the British at Long 
Island. The British won the battle and the Americans 
were forced to retreat to Harlem Heights, leaving New 
York City in the hands of the enemy. Washington was 
in great distress. If he only knew the plans of the British, 
he might prepare his army to meet them. If he could learn 
just how the city was fortified and guarded, he might 
then capture it. 

There was only one way to get the needed information. 
He must send a spy into the British camp. That spy must 
be no ordinary soldier. He must be skilled in military 



90 THE UNITED STATES 

aft'aii's, able to make drawings and descriptions of the 
fortifications, and capable of understanding and reporting 
everything he saw. Above all else he must be fearless 
and willing to risk his life. 

Washington asked Colonel Knowlton to endeavor to find 
such a man among the officers. Colonel Knowlton called 
the officers together and asked for a volunteer to under- 
take the dangerous task. No one responded. It was the 
shame of being a spy that held them back. The Colonel 
pleaded eloquently for someone to undertake the work on 
which the fate of the Avhole army might depend. Still 
no response. 

Nathan Hale, who had just risen from a sick bed, en- 
tered. He asked: "What is going on?" 

They told him. 

Without a moment's hesitation he said: "I will under- 
take it." 

Captain Hull, his friend and former classmate in college, 
exclaimed: **You do not know what you say. You, a 
spy ! " 

Another of the officers cried out: "There is someone 
other than you for such service." 

"Who?" asked Hale. 

There was no answer. 

Hale repeated his offer, saying: "I wish to be useful, 
and every kind of service for the public becomes honor- 
able by being necessary." 

His brother of^cers said no more. That afternoon Hale 
reported to Washington and received his instructions. 
With a friend he left the camp and walked from Harlem 
Heights to Norwalk, fifty miles up Long Island Sound 
on the Connecticut shore. There he disguised himself as 
a Tory schoolmaster and alone boarded a sloop which took 
him to Huntington, Long Island. 

Hale landed near the Widow Chichester's Tavern. 



NATHAN HALE 91 

Knowing this to be a resort of Tories and friends of the 
British, he passed by and made his first stop at the home 
of William Johnson, about a mile from his landing place. 
After resting a few hours and obtaining such information 
as he could about the journey he wished to make, he set 
out for the British camp, claiming to be looking for a 
position as teacher. He visited the British camj^ on Long 
Island and crossed over to New York City, where the 
British had taken full possession since he left Washing- 
ton's headquarters. Here Hale spent some days visiting 
with the soldiers. All this time he was studying the plans 
of the fortifications. Whenever he had an opportunity 
to be alone, he drew sketches and wrote out in Latin 
descriptions of what he had seen. 

When he could learn no more, he started on his home- 
ward journey with these maps and sketches concealed in 
his shoes. In safety he made his way back to Huntington, 
where he expected a boat to meet him. It was very early 
in the morning when he arrived, and finding no boat, he 
decided to go to the Tory tavern for breakfast. There 
he talked with the Tories, but he did not notice that one 
of them left the room soon after he entered. Several 
hours later a boat was seen approaching. The Tories at 
once scattered, fearing the boat might contain Connecticut 
Yankees, whom they did not wish to meet. Hale assured 
them that the Yankees would not hurt a poor schoolmaster 
and offered to go and see Avhat they Avanted. 

We can imagine how eagerly he hastened to the edge of 
the water, expecting to meet his friends. But alas, what 
a disappointment ! When he came within range, a dozen 
men of the boat's crew leveled their guns at him and 
cried : ' ' Surrender or die ! ' ' 

Hale was trapped. 

The man who had left the tavern was a Tory relative 
who had recognized him and sent word to a British ship. 



92 THE UNITED STATES 

The commander of this ship had sent the boat to capture 
him. He was at once rowed to the guardship Halifax. 

"Are you a captain in the Continental Army?" asked 
the commander. 

"I am," replied Hale. 

"Why are you disguised?" was the next question. 

There was no answer. 

"Search him," ordered the commander. The papers 
and drawings were found in his shoes. 

That settled it. The prisoner was a spy. 

Hale was sent to the headquarters of General Lord 
Howe in New York City. Howe was dumbfounded. 

"Why did you, a man of learning and fine appearance, 
attempt this sort of work?" 

Hale answered: "I am serving my country, and for that 
reason I will do any service that my country demands." 

Howe admired his spirit and this thought came into his 
mind : ' ' What a gain if this man would serve us. Surely 
ambition and place can tempt him." 

He said to his prisoner: "I will grant you full pardon 
if you will join the British Army, and you will be speedily 
promoted to a high position." 

Hale answered: "Nothing so increases my loyalty to 
my country as this temptation to forsake her." 

"Then you must die for her," was the grim response 
of General Howe. 

Turning to his desk, he wrote out the commitment, 
which directed William Cunningham to receive Nathan 
Hale, keep him in custody until morning, and then see 
that he was hanged by the neck until dead. A British 
officer then conducted Hale to the quarters of Cunning- 
ham, the provost-marshal. This cruel and brutal man was 
in the habit of treating his prisoners most shamefully. 
He would insult them, kick them, and parade them up 
and down the corridors of the prison with Richmond, his 



NATHAN HALE 93 

negro hangman, carrying a coil of rope behind them. 
Many were hanged in the yard back of the jail and their 
bodies left to dangle for hours that other prisoners 
might see them and shudder at the sight. 

This man, after questioning Hale as to his age and 
history, read the death warrant telling him that he was 
to die at daybreak. 

Every minute of that time would be needed to say 
goodby to his father, brothers, and sisters and to write 
a last loving letter to Alice Adams Ripley, the young lady 
who waited in her Connecticut home, longing and hoping 
for the time when he would return from the war and 
make her his wife. 

Hale asked that his hands might be untied and that 
he might have a light and some writing materials. The 
heartless Cunningham refused his request. Hale asked 
for a Bible. Again he was refused with jeers and insults, 
and he was placed in a cell for the night. After Cunning- 
ham had fallen into a drunken stupor, a kind-hearted 
British officer who was Hale's guard furnished him writ- 
ing materials and a light. The hours of that sad night 
were passed in writing his last letters to the dear ones 
at home. 

At daybreak the provost-marshal came. The prisoner 
had not slept, but he was ready. He handed his letters 
to Cunningham, who opened them, read them, tore them 
into fragments, and stamped upon them, saying the rebels 
should never see such letters. No one should ever know 
that a man died with such courage. 

Oh, the anguish that pierced the soul of Nathan Hale ! 
Yet he gave no sign of his feelings. 

He was ordered to prepare for the death march. He 
asked for a clergyman, but his request was refused. The 
line of march took him through a vast crowd of men and 
women to the place of execution in Colonel Rutger's 



9\ 



THE UNITED STATES 



apple orchard. Hale, clothed in white with his arms 
bound behind him, was preceded by a file of soldiers. 

The soldiers formed a hollow square about an apple tree. 
Underneath the tree a grave had been dug. The hangman 
placed his ladder against a limb of the tree and adjusted 
the rope. Four men placed the coffin beneath the hanging 




Courtesy if the Albertuve Co. 

Statue of Nathan Hale on the Campus of Yale University, 
New Haven, Connecticut 

The statue stands in front of Connecticut Hall, the building in which Hale lived as 
a student at Yale College 

noose. Hale was ordered to stand upon the coffin. While 
the final preparations were being made, he stood with 
his manly form erect and his beautiful face illuminated 
with the glow of courage and patriotism. Even the hard- 
est of the soldiers were awed by the sight. Cunningham 
hoped to destroy the impression produced by the sublime 
spectacle and called to Hale to make his last confession. 
The martyr, whose face had been turned upward in 



NATHAN HALE 



95 



prayer, east upon Cunningham a look of unutterable con- 
tempt. Then he turned his eyes to the spectators. The 
women were sobbing, and the men had turned away their 
faces. All became silent as Hale's voice, strong, full, and 
ringing with the energy of courage and patriotism, uttered 
these immortal words : 

"I only regret that I have but one life to lose for my 
country!" 

The provost-marshal was stunned. His rage almost 
choked him. As soon as he could collect himself, he 
roared: ''Swing the rebel off!" 

Noble, heroic death! 

Thus passed away the martyred patriot spy, but his 
name will live forever and furnish us with an inspiration 
for great and noble deeds. 



diligently 

instruction 

journey 



Word Drill 

college 

information 

disappointment 



graduation 

opportunity 

inspiration 



Review Exercises 

1. What happened on April 20th, 1775, in the Union Grammar 

School at New London ? 

2. What kind of man was Nathan Hale? 

3. Tell what happened when a messenger arrived from Lexing- 

ton. 

4. Describe Nathan Hale's speech. 

5. Where did he go? 

6. Why did he offer to become a spy? 

7. Tell what he did and how he was captured. 

8. How did the British soldiers treat him? 

9. What were Hale's last words? 



CHAPTER XIV 



SOME GOOD FRIENDS OF AMERICA 



This country is indebted to a number of foreigners for 
their services during the Revolutionary War in aiding to 
make it what it is to-day — an independent nation. 

Tadeusz Kosciuszko 

Tadeusz Kosciuszko (pronounced Kos-choosh-ko) , born 
in Lithuania, which was at that time a part of Poland, 
believed that he could be of some service to the American 
colonies in their fight for freedom 
from Great Britain. In 1776 he 
left his native land and set sail for 
these shores. 

Kosciuszko came from a poor 
family, but at the age of 30 he had 
already served as a captain in the 
Polish army. He received his mili- 
tary education at Warsaw and at 
Versailles, in France. 

After presenting letters of recom- 
mendation from Benjamin Frank- 
■ lin, Kosciuszko was assigned as 
colonel to General Gates' army. He distinguished himself 
during the war and was early made adjutant to General 
Washington. 

When the Revolutionary War was over, Kosciuszko 
received the thanks of Congress with a commission as 
brigadier-general. In 1786 he returned to his home and 

96 




'U^'u/'i^^^iU^-o^Z / 



SOME GOOD FRIENDS OF AMERICA 



97 



there continued to serve his own people. In 1797 he 
visited this country again. 

As a result of a fall from his horse, Koscinszko died on 
October 15th, 1817, at Solothurn, Switzerland. He was 
not buried in Switzerland, however, for Emperor Alex- 
ander I of Russia had his body removed to Cracow. 

This great Polish soldier was born on February 12th. 
What do Americans celebrate on this day? 

Kosciuszko was a firm believer in absolute equality be- 
fore the law. What does that mean? 

Casimir Pulaski 

Another Polish patriot to whom Americans owe a great 
deal for unselfish service in the cause of our liberty was 
Count Casimir Pulaski, also a native of Lithuania. 

After the deaths of his father and brothers, who lost 
their lives because of their resistance to the conquest of 
Poland by Russia, Austria, and 
Prussia, Pulaski fled to Turkey. 
From there he made his way through 
France to the United States to join 
in our struggle for freedom from 
Great Britain. 

In 1777 Pulaski volunteered his 
services to General Washington and 
was accepted. Distinguishing liim- 
self at the Battle of Brandywine, 
he was promoted by Congress to the 
rank of brigadier-general. This of- 
ficer commands a brigade, a body of 
troops containing two regiments. 

Within a few months Pulaski resigned his command and 
organized his own corps of cavalry and light infantry. 
He rendered great service to the American army in or- 
ganizing and drilling our soldiers. 




98 



THE UNITED STATES 



Our foreign-born heroic friend was mortally wounded 
during the siege of Savannah, Georgia, in 1779. 

Marquis de Lafayette 

Many American citizens who urged the earlier entrance 
of the United States into the recent World War declared 
that this country owed a great deal to France for its 
splendid services to us during the 
Revolutionary War. You have al- 
ready read of this assistance. When 
the news of our struggle first reached 
France, the Marquis de Lafayette, a 
young French nobleman, became more 
than interested in the cause of the 
colonists. He fitted out a ship, keep- 
ing his activities from becoming 
known to his Government, and sailed 
from Spain on April 24th, 1777, with 
eleven companions. 

Upon his arrival here, during a 
most discouraging period in the war, 
Congress appointed Lafayette a major- 
general and he was attached to General Washington's 
staff. His very first statement to Washington was: "I 
have come, sir, to offer my sword and my fortune to the 
service of the United States of America." Was this not 
a splendid spirit of service? The British referred to 
Lafayette as "the boy," for he was only twenty years of 
age. 

The account of Lafayette 's great work for the American 
colonies makes very interesting and exciting reading. 

Following his return to France after the war, Lafayette 
became very active in the political and military affairs of 
his own country. On invitation of the United States 
Congress he visited our country again in 1824. This was. 




SOME GOOD FRIENDS OF AMERICA 99 

a memorable event. He was given the sum of $200,000 
and a grant of land in recognition of his services. 

Monuments have been erected to Lafayette's memory 
throughout the United States and France. Cities and 
institutions have been named after him. In August, 1920, 
the Knights of Columbus of this country presented to 
France a magnificent and very costly statue of Lafayette. 

You may be interested to know the date of his birth. 
It was September 6th, 1757. 

This is one of Lafayette's magnificent tributes to the 
United States: 

May this immense temple of freedom ever stand a lesson 
to oppressors, an exam])le to the oppressed, a sanctuary for the 
lights of mankind! 

Word Drill 

foreigner native commission 

equality unselfish struggle 

regiment cavalry infantry 

memorable magnificent statue 

Review Exercises 

1. Why is this country indebted to Kosciuszko? 

2. Who was he? 

3. When did he come to this country? Why? 

4. What position did he hokl iinder Wasliington? 

5. How was liis work appreciated ? By whom ? 

6. For what are we indebted to Pulaski? 

7. Who was he? 

8. Why did he leave Poland? 

9. To what rank was he assigned by Congress? Why? 

10. What was Pulaski's great service to the American army? 

11. What Frenchman was interested in American Independence? 

12. What did he do on April 24th, 1777? 

13. What was his appointment by Congress? 

14. What did he state to Washington ? 

15. What did Congress do in 1824? 

16. What did Lafayette say about the United States? 



CHAPTER XV 

PRESIDENT WASHINGTON 

Troubles of the New Nation. — Soon after the Revolu- 
tionary War a new kind of trouble caused great sorrow 
to George Washington. The new United States had not 
yet made for themselves a good system of government. 
They had no president to enforce the laws. They had no 
supreme court to settle their disagreements. They could 
not collect taxes to pay their debts to the soldiers and 
other people. The people quarreled and were almost 
ready to fight one another. Some men in the army asked 
Washington to be their king, because they thought that 
he could make a good government and give them their 
pay. It made him very sad to think that his army wanted 
another king after they had fought so long for their free- 
dom from the British king. He told his officers never 
to say anything more to him about a thing so foolish and 
so wrong. 

As soon as he was sure that Great Britain would not try 
to renew the war, Washington resigned his office as general 
in 1783 and became a private citizen. He refused to accept 
any pay for his years of service in the army. The grati- 
tude of his people was all the pay he wanted. 

Five years later the states decided that they must have 
a better government. They sent delegates to a convention 
in Philadelphia to decide what kind of government they 
should have. In a later chapter of this book you will 
learn how the new form of government under the Con- 
stitution was decided upon. 

100 



PRESIDENT WASHINGTON 



101 



Washington the First President. — When the Constitution 
had been approved by the people in 1788, they held an 
election to choose the first President of the United States. 




Copyright, Underwood & Undenoood 

The Scene of Washington's First Inauguration 

This is Broad Street, New York city, in the heart of the financial district. The 
building at the end of the street is the United States Sub-Treasury. The statue of 
Washington standing in front of it marks the spot of his 
first inauguration. 

George Washington was the choice of every state. He 
was inaugurated on April 30th, 1789, on the balcony of 
the Federal Hall in New^ York City. This building is now 
the United States Sub-Treasury. 



102 THE UNITED STATES 

For eight years Washington governed wisely and well. 
His task was very difficult. He had to organize and put 
into operation every department of the new Government. 
There were also troublesome questions to settle with 
France and C4reat Britain. Washington met every diffi- 
culty with honesty and fairness, and when he retired from 
office, he was loved at home and respected abroad. Many 




Copyright, Detroit PubllsMng Co. 



Mount Vernon 



of the people wished him to be their President for another 
four years, but failing health made it necessary for him 
to rest. He went to his home. Mount Vernon, hoping to 
spend the rest of his life in peace and quiet. 

This peace was soon disturbed. The United States had 
trouble with France, and the two countries began to fight 
upon the sea. Washington was again appointed to be the 
head of the army, and he prepared for a struggle. For- 
tunately, however, the trouble was soon settled, and he 
returned again to his peaceful life. 

At Mount Vernon Washington managed his estate and 



PRESIDENT WASHINGTON 



103 



entertained his friends until his death on December 14th, 
1799. When he died, the whole country mourned. To-day 
his name and memory are respected throughout the 
civilized world. Throughout the United States his birth- 
day is celebrated on February 22nd. He was a great 
general and a great President. His people loved him most 
of all because he was a brave and true man who served 
his country all his life and was always a good citizen. 

' ' He was first in war, first in peace, and first in the hearts 
of his countrymen." 

Word Drill 



enforce 

gratitude 

election 



resign 

delegate 

organize 



citizen 

convention 

president 



Review Exercises 

1. After the Revolution what caused great sorrow to George 

Wasliington ? 

2. When was the Constitution adopted? 

3. When did Washington become our first President? 

4. When and where did he die? 

5. Learn the last sentence of this chapter. 



CHAPTER XVI 



THOMAS JEFFERSON 

Prominent among the men who shaped the new Govern- 
ment after the Revolutionary War was Thomas Jefferson. 

Next to Washington 
he did most to build 
up the United States 
in its early days. 

Jefferson was born 
at Shadwell, in Albe- 
marle County in Vir- 
ginia, on April 13th, 
1743. His father was 
a farmer who owned 
a large farm of nearly 
two thousand acres 
and had about thirty 
slaves. As a boy he 
had excellent oppor- 
tunity to get a good 
education at home un- 
der a private teacher. 
When he was four- 
teen years old Jeffer- 
son's father died. The young Thomas was then sent to a 
school where he prepared himself to enter William and 
Mary College at Williamsburg, Virginia. 

After two years of college work Jefferson began the 
study of law with a very able lawyer. At the age of 

104 




Thomas Jefferson 



THOMAS JEFFERSON 105 

twenty-four he began to practice law in the Virginia 
courts. Besides caring for his large farm he was soon 
earning three thousand dollars a year as a lawyer. Two 
years after he began to practice, he was elected a member 
of the House of Burgesses, which was the legislature of 
Virginia. 

When the colonies began to prepare for war, Jefferson 
was sent as a delegate to the Second Continental Congress 
at Philadelphia. Here his great skill as a writer was 
well known, and he was appointed chairman of a com- 
mittee of five to write the Declaration of Independence. 
This one thing was enough to make Jefferson famous for 
all time. 

After 1776 he went back to the Virginia legislature 
and served his state for three years. In the legislature 
he used his influence to help make many good laws. One 
of these gave perfect religious liberty to the people of 
Virginia. It was the first law of the kind ever passed 
by any legislature. 

When the Revolutionary War was over, Virginia sent 
Jefferson again to the Congress- of the United States. He 
asked Congress to make a laAv establishing in the new 
country a new system of money units, calculated in dollars 
and cents. Before this time the people of the American 
colonies had used the English system of pounds, shillings, 
and pence. 

When Washington was made President, he wanted Jef- 
ferson to be his Secretary of State. Jefferson accepted 
the appointment, but he and Alexander Hamilton, the 
Secretary of the Treasury, did not agree well about the 
kind of laws that ought to be made. Hamilton wanted 
the President and Congress to do many things for the 
people of all the states. Jefferson thought it would be 
better to let the states do some of these things for them- 
selves. He wanted to see the people manage their own 



106 



THE UNITED STATES 



affairs as much as possible, and he said that Congress 
ought to do nothing but what the Constitution told them 
to do. Many people agreed with Jefferson. They 
were called "Republicans." Some years afterward they 
changed their name to "Democrats." This is why Jeffer- 
son is sometimes called the "Father of the Democratic 
Party." 

In 1797 Jefferson was elected Vice-President of the 
United States. Four years later he was chosen President, 




Photograph by Holsinger 

The University of Virginia as Designed by Jefferson 



and he held that office eight years. While he was Presi- 
dent, he did one of the greatest and best things for his 
country that was ever done by any President. He pur- 
chased Louisiana from France. Louisiana was then a very 
large territory. It included all the land north of Mexico 
and west of the Mississippi River to the Rocky Mountains. 
You will remember that this territory had been given to 
Spain after the French and Indian War, but France after- 
wards recovered it. It was larger than all of the United 



THOMAS JEFFERSON 



107 



States east of the Mississippi. This land was very valu- 
able. Jefferson bought it all for $15,000,000. This was 
about two and one-half cents an acre. Some people said 
he had no right to buy it. The Constitution did not say 
he could, but he knew that most of the people wished 
him to, and he believed it was right. It was for the good 
of all the people that he did it, and everybody now praises 
him for it. 

After he had been President eight years, Jefferson went 
back to his home in Virginia and spent the rest of his 
life there. He devoted his last days to giving his people 
help and advice about better schools and better govern- 
ment. Under his influence Virginia established a good 
system of public schools, beginning with the primary 
school and ending with the university. It took years of 
Jefferson's time to get the University of Virginia es- 
tablished, and he thought this was one of the best things 
he did in his whole life. 

Jefferson died on July 4th, 1826, just fifty years after 
the day on which the Declaration of Independence was 
signed. He asked to have three things inscribed on his 
tomb — the three greatest and best acts of his life: 
*' Author of the Declaration of Independence; of the 
Statute for Religious Liberty in Virginia ; and Founder 
of the University of Virginia." 





Word Drill 




lawyer 


statute 


establish 


chairman 


committee 


influence 


Treasury 


Republican 


Democrat 



Review Exercises 

1. Where was Thomas Jefferson born? 

2. What made Jefferson famous for all time? 



108 THE UNITED STATES 

3. What good law was passed in Virginia because of his in- 

fluence ? 

4. What law did he ask Congress to pass? 

5. What caused Jefferson and Hamilton to disagree ? 

6. What did he purchase when he was President? 

7. What three things did he ask to have inscribed upon his 

tomb? 



CHAPTER XVII 



BENJAMIN FRANKLIN 

Another man who did much to determine the character 
of our government was Benjamin Franklin. Unlike Wash- 
ington and Jeffer- 
son, he was the son 
of poor parents. 

F r a n k 1 i n was 
born in the city of 
Boston on the 17th 
of January, 1706. 
His father earned a 
living by making 
and selling soap and 
tallow candles. As 
Benjamin had six- 
teen brothers and 
sisters, h i s father 
could not give him 
much spending 
money, so when he 
did get a few pen- 
nies, he was very 
happy. 

In his old age 
Franklin was fond of telling how he spent some money 
when he was seven years old. It was his birthday, and his 
friends filled his pocket with pennies. He started for a 
store to spend them. On the way he met a boy blowing a 

109 




Benjamin Franklin 



110 THE UNITED STATES 

penny whistle. He did not know how much a whistle was 
worth, but he knew that he wanted one more than anything 
else; so he gave the boy all the money he had, took the 
whistle, and ran home blowing it. 

When he told his brothers and sisters what he had done, 
they laughed at him and told him how foolish he had been 
and how many nice things he might have bought with 
his money. Benjamin cried to think he had paid so much 
for a penny whistle, but it taught him a lesson which he 
remembered all his life. When he saw men and women 
spending their time and strength and money to get showy 
trifles, or when he saw them doing wrong or dishonest 
acts in order to gain something, he would think how sorry 
they would afterwards be for their foolishness, and he 
would say to them: "Don't pay too much for your 
whistle. ' ' 

Franklin began to learn to read when he was a very 
small boy, and he went to school until he was ten years 
old. He was so fond of books and reading that his father 
wanted to educate him to be a minister. His father w^as 
so poor, however, that he had to give up this plan, and 
Benjamin had to leave school to help his father make 
candles. 

One of his brothers, James Franklin, was a printer. 
When Benjamin was twelve years old, he hired himself 
to James to help him with his work and to learn the 
printer's trade. His brother had some good books, and 
Benjamin spent his spare time in studying them and 
writing compositions, for he wanted to learn to write 
good English. He wrote some articles about public affairs 
and had them published in his brother's newspaper with- 
out letting his brother know who wrote them. The people 
who read them liked them very much, but James was 
angry because Benjamin had written them for the paper 
without telling him about it. The brothers had a quarrel, 



BENJAMIN FRANKLIN 111 

and after that they had so much trouble that Benjamin 
ran away from home. 

He was then seventeen years old. He went on board a sail- 
ing boat which carried him to New York. Here he tried 
to get work as a printer, but New York was then only 
a small town, and there was not much work for printers 
to do. Failing to find work there, Franklin started for' 
Philadelphia. A boat carried him part of the way, and 
the rest of the way he walked. 

In Philadelphia he found plenty of work. After a time 
the Governor of Pennsylvania offered to make him the 
public printer and sent him to London to buy what he 
needed for the printing office, promising that he would 
pay for it. But the Governor did not keep his promise, 
and young Franklin could not buy anything for his office 
because the Governor did not send him the money. 

Stranded but brave, Franklin found work as a printer 
in London and worked there for about a year. Then he 
sailed back to Philadelphia, and in a little while he saved 
money enough to open a small printing office of his own. 
In this shop Franklin worked hard and saved his money. 
He married Miss Deborah Read, who helped him in his 
business, and in a few years he was one of the best known 
printers in the country. 

He published an almanac called Poor RicJiard's Almanac. 
This was full of funny paragraphs and wise sayings, 
such as: 

Diligence is the mother of good luck. 

Plow deep while sluggards sleep and you'll have corn to sell 
and to keep. 

One to-day is worth two to-morrows. 

God helps them that help themselves. 

Early to bed and early to rise, makes a man healthy, wealthy, 
and wise. 

We are never too old to learn. 



112 THE UNITED STATES 

Xo gains without pains. 

Never leave that till to-morrow which you can do to-day. 

Everybody read this almanac, and Franklin published 
one every year for twenty years. 

He also published a newspaper called The Pennsylvania 
Gazette. What he said in this paper about public affairs 
showed that he was one of the wisest men in America. 
He used his influence to help others to get an education, 
and he persuaded the people of Philadelphia to build a 
public library and a college. The college is now called 
the University of Pennsylvania. 

After Franklin became a rich man, he spent much of 
his time studying science. He had a silk kite which he 
once went out to fly in a thunderstorm. When lightning 
came down his kite string, it acted in the same way as 
electricity, and thus Franklin proved that lightning and 
electricity are the same thing. This experiment set him 
and other men to studying electricity. They have since 
learned to invent the telegraph, the telephone, the electric 
light, electric cars, and all the other things that use 
electricity. 

Franklin was made postmaster of Philadelphia and the 
Postmaster-General of all the thirteen colonies. He was 
the first man that ever held that office, and he had to 
make many rules and devise many plans for carrying the 
mails. 

When the French and Indian War began, Franklin tried 
to get all the colonies to form a union in order to protect 
themselves against their enemies. He wrote a plan of 
government for the colonies, but, as we have seen, the 
people voted against the plan because they thought it 
gave the king too much power. The plan failed, but 
the people learned to know Franklin better, and after the 
French and Indian War, when Great Britain began to 
pass new laws to tax the colonies, Franklin was sent to 



BENJAMIN FRANKLIN 113 

England to try to get the laws changed. Ho did not 
succeed in getting many of them repealed, and finally 
King George became so unreasonable that Franklin re- 
turned home. 

When the Revolutionary War broke out, Franklin was 
a member of the Second Continental Congress. The Con- 
gress chose him as one of the five men to write the 
Declaration of Independence. Thomas Jefferson did most 
of the writing, but Franklin gave some help. 

After this the Continental Congress sent him to France 
to get help for the American colonists. Through his 
influence France at first secretly sent money and war 
supplies to help the American army. Later, after the 
Americans had captured Burgoyne's army, the French 
king joined the United States in the war against Great 
Britain and sent ships and an army to help the Americana 
fight. 

Franklin remained in Europe nine years. Most of the 
time he was in Paris, Avhere all sorts of honors were 
showered upon him. In 1783 he was one of the men 
appointed by the United States to meet the representa- 
tives of Great Britain to draft a treaty of peace. This 
treaty, which made the United States independent of 
Great Britain, is known as the Treaty of Paris. 

Two ^'ears later Franklin returned to Philadelphia. The 
people of Pennsylvania at once made him president of 
the State. This office was the same as the office of gov- 
ernor in other states. 

Franklin was now an old man eighty years of age, but 
his people asked him to do them one more great service 
before he died. They asked him to be one of the delegates 
to the great Convention that met in Philadelphia in 1787 
to make a new Constitution for the United States. All 
through the four months of that Convention Franklin 
worked to help establish a better government for his coun- 




W '-f. 



114 



BENJAMIN FRANKLIN 115 

try. His common sense and good advice did much to 
make the Convention a success. No other man except 
(icorge Washington was so well loved by all the delegates. 
Three years later, on April 17th, 1790, Benjamin Frank- 
lin died. He was a great man. He was great as a man 
of science, and what he learned about electricity has 
blessed the world. He was great because of his good 
deeds. He was great also as a statesman who always 
served his country well. But he himself simply asked 
the world to remember him as a printer. Years before 
his death he wrote his own epitaph. This was insci-ibed 
upon the plain slab of stone that rests upon his grave. 
To-day one may stand beside that grave in the city of 
Philadelphia and read these Avords: 



THE BODY 

OF 

BENJAMIN FRANKLIN, PRINTER, 

(LIKE THE COVER OF AN OLD BOOK, 

ITS CONTENTS TORN OUT, 

AND STRIPPED OF ITS LETTERING AND GILDING) 

LIES HERE FOOD FOR WORMS. 

YET THE WORK ITSELF SHALL NOT BE LOST, 

FOR IT WILL (AS HE BELIEVED) APPEAR ONCE MORE 

IN A NEW 

AND MORE BEAUTIFUL EDITION 

CORRECTED AND AMENDED 

BY 

THE AUTHOR 



During his life Franklin believed in and practiced a 
mimber of worth-while rules. Here are a few of them : 

Temperance. Eat not to dullness. 

Silence. Speak not but what may benefit others or yourself. 
Order. Let all your things have their places; let each part, 
of your business have its time. 



116 



THE UNITED STATES 



Resolution. Resolve to perform what you ought ; perform 
without fail what you resolve. 

Frugality. Make no expense but to do good to others or 
yourself; waste nothing. 

Industry. Lose no time; be alwaj-s employed in something 
useful. 

Sincerity. Think innocently and justly and, if you speak, 
speak accordingly. 

Justice. Wrong none by doing injuries. 

Cleanliness. Tolerate no uncleanliness in body, clothes, or 
habitation. 

Franklin wrote the story of his life, his Aufohiogrophy. 
Get a copy from your teacher or at the Public Library. 
You will find it most interesting reading. 



candle 

temperance 

printer 

industry 

electricity 

science 



Word Drill 

birthday 

silence 

diligence 

sincerity 

habitation 

telephone 



whistle 

resolution 

sluggard 

justice 

autobiography 

postmaster 



Eeview Exercises 

1. What caused Benjamin Franklin to say: ''Don't pay too 

much for your whistle"? 

2. How did Franklin get his education? 

3. What trade did he learn? 

4. What did he publish? 

5. What did he prove about lightning? 

6. Why did he try to form a union of the thirteen colonies? 

7. What famous document did he help write? 

8. AVhy did he go to France? 

9. What treaty did he help to make? 

10. What great service did he render his country in 1787? 

11. Repeat some of Franklin's wise sayings. 



CHAPTER XVIII 

^ THE WAR FOR THE FREEDOM OF THE SEAS 

Cause of the War. — When George Washington became 
President in 1789, the people of the United States hoped 
to enjoy their freedom without any more wars, but they 
soon found that they were to be disappointed. In a few 
months war broke out in Europe between France and 
Ureat Britain:^ The people in the United States at once took 
sides. Some favored France, and others favored Great Brit- 
ain. Washington declared that the United States ought to 
be neutral and help neither country in this war. As a result 
both countries were offended, and both began to injure 
our commerce upon the seas. They captured hundreds 
of our merchant vessels. 

The American Commodore Truxton was sent against 
the French and captured two of their ships. All America 
thrilled with joy and excitement. A Philadelphia lawyer 
wrote "Hail Columbia," and soon thousands were singing 
this new song. Napoleon Bonaparte now came into power 
as the head of the Government in France. He soon pre- 
tended to make peace with our country, but the British 
continued to capture our ships. They also took our sailors 
and compelled them to serve Great Britain on board 
British ships. Moreover, the British refused to surrender 
Oswego, Niagara, Detroit, and other forts which they 
held at the close of the Revolutionary War and which 
they promised to give up. These things kept the United 
States and Great Britain in a quarrel for more than 
twenty years. In 1812, just twenty-nine years after the 

117 



118 



THE UNITED STATES 



close of the Revolutionary War, war broke out in earnest 
to protect the lives and property of Americans on the sea. 
There was much fighting on the sea and on the Great 
Lakes and some on land. The British captured the city 
of Washington and burned the Capitol and the other Gov- 
ernment buildings, as well as the President's home. 



ttJi 








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The Death of Lawrence 

Captain James Lawrence, commander of the United States frigate Chesapeake, was 

mortally wounded in an engagement with the British frigate Shannon off Boston 

on June 1, 1813. His words as he was carried below, " Don't give up 

the ship," belong to the famous heroic utterances of our history. 



Close of the War. — Even before the last battle at New 
Orleans in 1815 the British were ready to make peace, 
and the United States were free to sail their ships upon 
the ocean Avithout fear of being attacked by either France 
or Great Britain. The war in which the United States 
won the freedom of the seas is usually called the War of 



THE WAR FOR THE FREEDOM OF THE SEAS 11<> 

1812. Sometimes it is called the Second "War for Inde- 
pendence. It was the last war between the two great 
branches of the English-speaking race. 

Our National Hymn. — It was an incident during this 
war that gave the United States "The Star-Spangled Ban- 
ner," Baltimore was attacked by a British fleet, and 
Fort McHenry was heavily bombarded for forty-eight 
hours. On board one of the British warships was a young 
American prisoner, Francis Scott Key, Looking toward 
the city in the "dawn's early light" of September 14th, 
1814, Key saw his beloved flag still flying over the fort. 
In an intense feeling of gratitude and patriotism he com- 
posed the song that was later adopted as America's 
national anthem. 

Word Drill 

disappointed favored neutral 

thrilled pretended compelled 

Review Exercises 

1. W^here did war break out while Washington was Pi'esident t 

2. What did W^ashington advise the United States to do 

about it? 

3. What was the result? 

4. What song- was written at this time? 

5. What caused much trouble between Great Britain and the 

United States? 

6. How long did the trouble continue? 

7. Tell about the war that followed. 

8. What did the United States gain by this war? 



CHAPTER XIX 

THE MEXICAN WAR 

Cause of the War. — Another war followed in less than 
forty years. This time the quarrel was over our southern 
boundary line. 

Texas had once belonged to Mexico. A great many 
people from the United States had gone over the line into 
Texas and settled there. They disliked the Mexican gov- 
ernment and determined to govern themselves. This led 
in 1836 to a war between the Texans and the Mexicans. 
The Texans won and set up an independent state. Then 
this Republic of Texas asked to be admitted into the 
United States. Congress granted permission, and Texas 
became a part of our country in 1845. 

Soon there was a dispute over the boundary line be- 
tween Texas and Mexico. Both claimed a strip between 
the Neuces River and the Rio Grande. The United States 
sent soldiers into this disputed strip to protect it. Some 
Mexicans early in 1846 crossed the Rio Grande and at- 
tacked our soldiers. This meant war. The United States 
sent two armies into Mexico. General Zachary Taylor com- 
manded one army, and General Winfield Scott commanded 
the other. When General Scott's army reached and cap- 
tured the city of Mexico, the Mexican Government was 
ready to make peace. 

Treaty of Peace. — Mexico gave up her claim to the dis- 
puted strip of territory that had caused the war, and 
when the treaty of peace was signed, she ceded to the 
United States all the territory west of this strip as far 

120 



THE MEXICAN WAR 121 

as the Pacific Ocean. As compensation for this ceded 
territory, the United States paid Mexico $15,000,000 and 
settled claims of American citizens against Mexico to the 
amount of about $3,500,000 more. 

The new territory proved to be very rich in gold, silver, 
and other minerals, and it has added untold millions to 
the wealth of our country. Large areas of the territory 
are also remarkably productive of farm and garden crops. 

Word Drill 

boundary compensation minerals 

Texas dispute productive 

Review Exercises 

1. How did Texas bceoine an independent state? 

2. How did Texas become a part of the United States'? 

3. What caused a dispute between the United States and 

Mexico ? 

4. How did war begin ? 

5. How many armies were sent to Mexico? 

6. What was the result of the war? 

7. What can be said of the new territory tliat was added to tlie 

United States? 



CHAPTER XX 

ABRAHAM LINCOLN 

Lincoln's Early Life. — In many of the states of this coun- 
try the birthday of Abraham Lincoln is very fittingly cele- 
brated. Flags are displayed; appropriate exercises are 
held in the schools and by patriotic organizations; and 
public business is suspended for the day. Every American 
man and woman, boy and girl knows the day — February 
12th. Why do we celebrate this day? Let us read the 
story of Abraham Lincoln's life. Then it will be easy 
to answer this question. 

Lincoln was born in a log cabin in Hardin County in 
Kentucky in 1809. His parents were very poor. His 
father had no education, and his mother had very little, 
so they could not teach the boy much at home. Nor 
were there any good schools to which they could send him. 
In all his life Lincoln went to school only about one year. 

But though he had little chance to go to school, the 
boy Abraham became very fond of reading. He learned 
a great deal by himself. He had to work hard during 
the day and so was obliged to study at night by the light 
of the fire. He had no teachers to help him when studying 
at night. He would have thought himself very fortunate 
if he had had the opportunities for learning and self-ad- 
vancement that are now offered in our public evening 
schools. 

Abe, as he was called, was much interested in the study 
of law and government, and so he became a lawyer. He 
talked politics and made speeches to the people of Spring- 

122 



ABRAHAM LINCOLN 



123 



field, Illinois, where he now lived. The people liked his 
honesty, his common sense, and his eloquence. They 
elected him to be their representative in the legislature 
of the State. There he served them so well that in 1847 
they sent him to Congress. 

The Slavery Question. — In Congress at that time the 
greatest question was the slavery question. The people 
who lived in the Southern States and raised cotton and 







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Photograph by Ewing Gallnirtii/ 

The Birthplace of Abraham Lincoln 

The rude log cabin is now preserved in a magnificent memorial building at 
Hodgensville, Hardin County, Kentucky. 

tobacco on large plantations kept many slaves. The people 
who lived in the Northern States did not keep slaves, and 
there Avas great disagreement between the North and the 
South over the slavery question. Every time a new state 
asked to be admitted into the United States, there was a 
contest in Congress to decide whether the new state should 
be allowed to have slavery or not. Lincoln did not think 
there should be any more slave states, but Congress passed 
a law giving ncAv states the right to choose for themselves 
whether men could hold slaves in them or not. 



124 THE UNITED STATES 

Before this law was made, the people could have slaves 
in the new states south and soutliwest of Missouri, but 
they could not have them in the new states that were 
organized farther north. The new law extended the right 
to hold slaves farther north than the old law, and Lincoln 
did not like it. He went to a State fair in Illinois and 
made a speech against it. 

The Lincoln-Douglas Debate. — Lincoln's speech greatly 
pleased the people, and his friends wanted to send him 
to the United States Senate. In 1858 the new Republican 
Party tried to elect him Senator. The Democrats wished 
to reelect Stephen A. Douglas, the man who had persuaded 
Congress to pass the law allowing slaves north and west 
of Missouri. Lincoln challenged Douglas to debate the 
question whether or not the new states ought to have 
slaves. Douglas accepted the challenge. The two candi- 
dates went from town to town together and made speeches. 
These speeches were printed in the newspapers and read 
all over the United States. The people saw that Lincoln 
was one of the wisest men in the country. 

Douglas won the election and was made Senator, but 
Lincoln Avas not disappointed. He had not expected to 
win. He knew that Douglas' party had more votes than 
his own party in Illinois, and he was thinking of some- 
thing else. Douglas wanted to be President of the United 
States. So did Lincoln, and he thought that if the people 
read their speeches it would help him to become President. 
Lincoln was right. Two years later, in 1860, the Republi- 
can Party made him their candidate for President, and 
he was elected. 

Tlie Confederate States. — The people in the Southern 
States Avho had slaves were angry and alarmed. They 
feared that President Lincoln would do something to take 
away their slaves. Seven of the slave states ordered their 
Congressmen to come home. They said they would no 



ABRAHAM LINCOLN 125 

longer be a part of the United States. They would form 
a nation of their own in which they could have slaves. 
They elected Jeft'erson Davis to be their President and 




President Lincoln and His Son Thaddeus 

called their government the Confederate States of 
America. 

The Confederate States then asked the United States 
to give them all the forts and public buildings in their 



126 THE UNITED STATES 

territory. President Lincoln told them that they had no 
right to leave the Union without the consent of the rest 
of the states, and he declared that they could not have 
any property that belonged to the United States. The 
Southern States then began war on April 12th, 1861, by 
firing on Fort Sumter, in Charleston Harbor in South 
Carolina, and capturing it. 

President Lincoln called for volunteers to protect the 
Union, and four more Southern states joined the Con- 
federacy. 

The Emancipation Proclamation. — The war that followed 
was long and bloody. At first President Lincoln did not 
know whether it was wise to free the slaves or not, but 
after a while he decided that it ought to be done. On 
January 1st, 1863, he issued a statement called the Eman- 
cipation Proclamation which declared that all the slaves 
in the states that were fighting against the Union should 
be free. This was the grandest thing done by President 
Lincoln in his life. Millions of slaves were made free men 
and free women, and this deed will cause Lincoln's name 
to be remembered forever. 

Extract from the Emancipation Proclamation 

. . • Now, therefore, I, Abraham Lincoln, President of the 
United States, by virtue of the power in nie vested as Com 
mander-in-Chief of the Army and Navy of the United States, 
in time of actual rebellion against the authority and government 
of the United States, and as a fit and necessary war measure 
for suppressing said rebellion, do, on this fir&t day of January, 
in the year of our Lord one thousand eight hundred and sixty- 
three, . . . order and declare that all persons held as slaves 
within said designated states and parts of states are and hence- 
forward shall be free; and that the Executive Government of 
the United States, including the military and naval authorities 
thereof, will recognize and maintain the freedom of said persons. 
And I hereby enjoin upon the people so declared to be free, 
to abstain from all violence, unless in necessary' self-defence; 



ABRAHAM LINCOLN 127 

and I recommend to them that, in all cases when allowed, they 
labor faithfully for reasonable wages. 

The Battle of Gettysburg. — About six months after the 
Emancipation Proclamation was issued, the greatest battle 
of the Avar was fought at Gettysburg, in the State of 
Pennsylvania. The Confederate army under General 
Kobei-t E. Lee was defeated and driven south to Virginia. 
Many thousands of the Union soldiers who were killed in 
that battle were buried on the field where they had fought 
and died. A few weeks later the ground where they were 
buried was dedicated as a National Cemetery. President 
Lincoln attended the exercises of dedication. A great 
orator named Edward Everett made a long speech. When 
he had finished, thousands of people applauded what he 
had said. Then President Lincoln rose and spoke a few 
earnest and beautiful words in honor of the soldiers who 
had given their lives for the preservation of the Union: 

Lincoln's Gettysburg Address 

Four score and seven years ago our fathers brought forth 
on this continent a new nation, conceived in liberty, and dedi- 
r?ated to the proposition that all men are created equal. 

Now we are engaged in a great civil war, testing whethei 
that nation, or any nation so conceived and so dedicated, can 
long endure. We are met on a great battlefield of that war. 
We have come to dedicate a portion of that field as a final 
resting-place for those who here gave their lives that the nation 
might live. It is altogether fitting and proper that we should 
do this. 

But, in a larger sense, we cannot dedicate, we cannot con- 
secrate, we cannot hallow, this ground. The brave men, living 
and dead, who struggled here, have consecrated it far above 
our power to add or detract. The world will little note nor 
long remember what we say here, but it can never forget what 
they did here. It is for us, the living, rather, to be dedicated 
here to the unfinished work which they who fought here have 
thus far so nobly advanced. It is rather for us to be hero 



128 THE UNITED STATES 

dedicated to the great task remaining before us, that from 
these honored dead we take increased devotion to that cause 
for which tliey gave the last full measure of devotion; that 
we here highly resolve that these dead shall not have died 
in vain ; that this nation, under God, shall have a new birth 
of freedom; and that government of tlie people, by the people, 
for the people, shall not perish from the earth. 

The people listened as if charmed. When Lincoln had 
finished, there was little applause. The people were silent 
because their hearts were thrilled by the simple words 
of the great-hearted, kindly man. At first the President 
thought they did not care for what he had said, but in 
a few days he received letters from all over the Union 
telling him how much the people loved his Gettysburg 
Address. 

It is one of the finest speeches ever spoken. Thousands 
of school children have learned its beautiful words by 
heart. Every year on Memorial Day, May 30th, the old 
soldiers of the Union Army ask to hear these words read 
or spoken to them as they meet to place flowers on the 
graves of their comrades. 

The Battle of Gettysburg was a great loss to the Con- 
federacy, but the Southerners would not yet give up 
fighting. The war lasted almost two years longer, and 
there were many more great battles. President Lincoln 
gave all his time and strength to save the Union. He was 
elected President for another four years and began his 
second term of office on March 4th, 1865. The next 
month the Confederates surrendered and the war was 
ended. The Union was saved. There was great rejoicing 
in the Northern States, but in a few days the rejoicing 
was changed to mourning. A misguided man who thought 
that Lincoln ought to be killed for having opposed the 
Confederacy shot him one evening as he was listening to 
a play in a theater. On April 15th, 1865, the great 
President died. He was one of the wisest and best of 



ABRAHAM LINCOLN 



129 



men, and his country will never cease to love and honor 
his name. 

Reconstruction after the Civil War. — Following the close 
of the Civil War, the country found itself in a deplorable 
condition. Even before the death of Lincoln, Congress 
and the people in both the North and the South speedily 







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The Confederate Monument in the National Soldiers' Cemetery 
AT Arlington, Virginia 



set to work to repair the great damage done by the war. 
Amendments were added to the Constitution prohibiting 
slavery everywhere in the United States, forbidding the 
states to lessen the rights of its citizens on account of 
race, color, or previous condition of servitude. It was 
a long time before the wounds of the South w^ere wholly 
healed. But soon after the close of the war there began 
a great period of industrial and educational growth. In 



130 



THE UNITED STATES 



this the South shared. Working side by side, the two 
parts of the country gradually forgot their sectional dif- 
ferences and centered their efforts on the advancement 
of the whole United States. Our people again stood a 
united nation. 

At Arlington, in Virginia, just outside Washington, is the 
National Soldiers' Cemetery. Here Confederate and Union 
soldiers lie side by side. On Memorial Day exercises are 
held to honor those who died during the Civil War. 



fittingly 

appropriate 

Kentucky 

parents 

candidate 

emancipation 

volunteers 

rebellion 



Word Drill 

celebrate 

exercises 

Illinois 

slavery 

Congressmen 

proclamation 

preservation 

abstain 



display 

suspend 

Missouri 

Confederate 

reasonable 

misguided 

rejoicing 

dedicate 



Review Exercises 

1. When do we celebrate Lincoln's birthday? 

2. Where was he born? 

3. How did he get his education? 

4. Why did the peojile send him to the State legislature and 

then to Congress? 

5. What did Lincoln think about allowing slaves in the new 

states? 

6. Tell about his debates with Stephen A. Douglas. 

7. When was he elected President? 

8. When he was elected President, what did the people in the 

Southern States do? 

9. What was meant by the "Confederate States of America"? 

10. Tell why Lincoln issued the Emancipation Proclamation. 

11. Tell about the Battle of Gettysburg. 

12. Why did Lincoln make a speech at Gettysburg? 

13. What was the result of the war? • 

14. When did Lincoln die? 

15. Why do the people of America love Lincoln ? 

16. Can you recite any part of the Gettysburg Address? 



CHAPTER XXI 



ULYSSES S. GRANT 



Grant's Early Life. — You ought to know something about 
the life of the great general who led the Union armies to 
victory in the Civil War. His name was Ulysses S. Grant. 

On April 27th, 
1822, the future gen- 
eral was born in p 
small two-room cabin 
in the little village 
of Point Pleasant in 
southern Ohio. His 
father was a farmer, 
and when the boy 
Ulysses was old 
enough to work, he 
was taught to do such 
work as boys can do 
on a farm. He alsc 
went regularly to the 
village school. 

When Grant was 
seventeen years old, 
his father wished him 
to go to the United 
States Military Academy at West Point on the Hudson. A 
Congressman from Ohio helped the boy to enter the school 
and four years later he was graduated. He had learned 
much that would be of use to him as a soldier, and he was 
famous as a horseman. He wished to be a cavalryman in 

131 




Ulyssiss S. Grant 



132 THE UNITED STATES 

the Army, but in this he was disappointed. He was sent 
to St. Louis and given an assignment as an officer in the 
infantry. 

In the Mexican War. — During the Mexican War Grant 
took an active part in every battle but one. He was 
noted for his bravery and self-control. At the Battle of 
Monterey his skill as a horseman was of great value to 
his soldiers. They needed powder. General Twiggs who 
bad the powder w^as four miles away. Grant offered to 
go to General Twiggs and ask him to send it to the soldiers. 
To do this he must go through a part of the town where 
the enemy were. At the street crossings the enemy fired 
at him, and the ride was very dangerous. Fixing one 
foot in his saddle. Grant clung to his horse's neck with 
one arm and let his body swing at the side of the horse 
away from the enemy. Then he started his horse as fast 
as it could run and crossed the streets so quickly that 
the Mexicans hardly had time to fire before he was out 
of sight. He made the trip unharmed. 

Grant in the Civil War. — "When the Civil War began. 
President Lincoln asked for troops. At a meeting held 
to form a company to join the Union Army, Captain Grant 
was made chairman because he had been a soldier. When 
the company was formed, he left his work in order to 
drill the men for war. They asked him to be their cap- 
tain, but he said: "I have been a captain in the Regular 
Army. I am fitted to command a regiment. ' ' 

The Governor of Illinois employed Grant to form other 
companies of troops, and at the end of five weeks he was 
appointed colonel of a regiment. He soon made this 
regiment the best one from his state and was appointed 
commander of all the troops at Mexico, Missouri. Here 
he showed himself so good a commander that President 
Lincoln made him a brigadier-general. 

In February, 1862, Grant was sent with seventeen thou- 



ULYSSES S. GRANT 133 

sand men and a number of gunboats to capture two strong 
forts held by the Confederate army in northern Tennessee. 
After three days of fighting, General Buckner, the com- 
mander of one of the forts, sent a message to General 
Grant asking what terms he would be given if he sur- 
rendered the fort. General Grant sent back this reply: 
"No terms except unconditional and immediate surrender 
can be accepted. I propose to move immediately upon 
your works." General Buckner knew that Grant meant 
exactly what he said, and he surrendered the fort and 
fifteen thousand men. This was the greatest victory that 
the Union forces had won, and there was great rejoicing 
in the North. General U. S. Grant was called "Uncondi- 
tional-Surrender Grant." He was now promoted and. 
made a major-general. 

In 1864 President Lincoln decided to make Grant com- 
mander of all the armies of the Union. The war had 
been going on for three years, and the President had been 
disappointed in nearly all his generals except General 
Grant. 

Grant now had an army of 700,000 men. Virginia was 
the greatest battle ground of the war. General Lee was 
there and for three years had defeated every army sent 
against him. Grant determined to defeat Lee's army and 
capture the city of Richmond, the capital of the Con- 
federacy. It took him a year to carry out his plan, but 
Grant never thought of giving up. He said: "I shall 
fight it out on this line if it takes all summer." It did 
take all summer. It also took all winter, but in the spring, 
on April 3rd, 1865, General Grant entered the city of 
Richmond. He had won the war. 

Six days later General Lee surrendered all that was 
left of the Confederate army. General Grant did not 
make prisoners of these soldiers. They promised not to 
fight any more, and Grant sent them home. He told them 



134 THE UNITED STATES 

to take their horses also, for they would need them for 
the spring plowing and other work on the farms. General 
Lee was very thankful to General Grant because he had 
been so kind to his soldiers. To honor General Grant for 
what he had done for his country, Congress voted him a 
higher title than any man except Washington had ever 
had before. They made him General of the Armies of 
the United States. 

President Grant. — At the next Presidential election, in 
3868, General Grant was honored with the office of Presi- 
dent of the United States, and four years later he was 
elected for another term. While he was President, he 
did all he could to establish peace and friendship between 
the states that had been at war. His kindness made 
friends of many Southern soldiers who had fought against 
him in battle. 

In 1878 Grant started on a journey around the world. 
Everywhere he went he was welcomed and honored by 
kings and emperors and the people of their countries. 

After he returned to the United States, Grant moved 
to the city of New York and went into business with a 
partner. All his money was put into the firm. He was 
in poor health and allowed others to manage the business. 
The firm failed, and Grant lost every dollar he had. 

He was now an old man, with no money, and suffering 
from a disease which he knew would soon send him to his 
grave. Still he did not surrender to despair. He thought of 
his wife who would be left penniless when he was gone, and 
he began to write a book to earn money to take care of 
her. In his illness and pain he worked upon this book 
almost to the day of his death. On July 1st, 1885, he 
wrote the last words of his Memoirs, a history of his life. 
On July 23rd he died. 

Grant's Tomh. — Grant's widow received more than $400, 
000 from the sale of the Memoirs. The grateful people of 



ULYSSES S. GRANT 



v\: 



his country contributed hundreds of thousands of dollars 
to erect a fitting tomb above his body on the bank of the 
beautiful Hudson River. At his funeral was seen the 
largest and grandest procession that had ever honored the 
funeral of any American. When his body was carried 
to its final tomb, the President and Vice-President of the 
United States and the representatives of many states and 




Copyright, Ewing Galloway 



Grant's Tomb 



nations came to witness the ceremony. Great warships 
of the American navy and of navies of foreign countries 
were on the Hudson. The river bank for miles was decor- 
ated with the flags of many nations, and sixty thousand 
men walked in procession to honor the memory of the 
liei'o who had fought for his country's unity and who, when 
the war was over, had said to all his countr^^nen : 
''Let us have peace." 



136 



THE UNITED STATES 



village 
Tennessee 
unconditional 
defended 



Word Drill 

graduate 
capital 
immediately 
determined 



regular 
Presidential 
promoted 
procession 



Review Exercises 

1. Where did Ulysses S. Grant attend a military school? 

2. What can you say about his part in the Mexican War? 

3. Tell how he became a colonel in the Civil War. 

4. Tell about his victory over General Buckner. 

5. Toll how he captured Richmond and General Lee. 

6. How did General Grant show his kindness to General Lee 

and his soldiers? 

7. When did General Grant become President? 

8. Tell about his journey around the world. 

9. What misfortune did he suffer? 

10. Tell about his Memoirs. 

11. Where is his tomb? 



CHAPTER XXII 

WILLIAM McKINLEY 

Early Life. — William McKinley was born on January 
29th, 1843, in the village of Niles in the State of Ohio. 
As soon as he was old enougli, he was sent to the village 
school, which he attended regularly until he was eleven 
years old. He had done well in his studies, and the family 
moved to Poland, Ohio, because the schools were better 
there. 

William at once entered an excellent school called the 
Union Seminary. Here he studied until he was seventeen 
years of age. He was known as one of the best scholars 
in the school. He was fond of mathematics and languages 
and loved to read the poems of Longfellow and Whittier. 
The students of the school had a debating society, and 
young McKinley was one of their best debaters. This 
practice in speaking was a good thing for the young 
students. It helped McKinley to become one of the best 
debaters and speakers in the whole country. 

In 1860 he left the Seminary and went to college. Here 
he entered one of the higher classes and would have 
graduated the next year if his health had been good. But 
he had studied so hard that he had to leave school to rest 
and get back his strength. 

The Civil War. — McKinley was working in the post office 
at Poland when the Civil War began. One evening in 
June, 1861, a war meeting was held at the Sparrow Inn, 
the village hotel. One of the men made a speech which 
ended with these words: "Our country's flag has been 

137 



138 THE UNITED STATES 

shot at. . . . Who will be the first to defend it?" Many 
men and grown boys arose and said they would fight 
to save their country. One of the first to give his name 
was William McKinley. 

Within a year McKinley was appointed sergeant of a 
company of soldiers. He was in many battles and proved 
himself a good and brave officer. He was promoted many 
times and finally received from President Lincoln the 
rank of major because of "gallant and meritorious 
services. ' ' McKinley served four years in the war. When 
it was over, he went back to Ohio and studied law for 
two years. 

In Congress. — So famous did he become as a lawyer and 
orator that the people of Ohio sent him to Congress. In 
Congress he made many speeches in favor of a high pro- 
tective tariff. He thought the United States Government 
ought to put a high tariff, or tax, on goods brought to 
this country from other countries because this would pre- 
vent foreign goods from being sold at a low price. If 
the price of foreign goods were kept high, he said, it 
would mean more and better sales for goods made in the 
United States. He said the tax would protect the manu- 
facture of heme goods. That is why it is called a protec- 
tive tariff. 

Congressman McKinley was made chairman of the 
Ways and Means Committee, one of the most important 
committees of Congress. This Committee helps Congress 
to prepare tariff laws whenever they think a new laAv is 
needed. While McKinley was chairman, he helped to 
frame a new tariff law which Congress approved. It was 
called the McKinley Tariff law. This law made McKinley 
so many friends that the next year he was made governor 
of Ohio. As governor he was so well liked that the people 
elected him a second time. Then all over the country his 
friends in the Republican Party said he must be their 



^MLLIAM McKINLEY 



139 



candidate for President. In 1896 they made him their 
candidate, and he was elected to the highest office in the 
United States. ]\Iany Democrats voted for ]\IcKinley be- 
cause they liked his views on important ])nblic (juestions. 



ift 






r 



CopyHoht by Francca li. Johnston 

William McKinley 

This photograph of President McKinley was taken as he was delivering his last 
address at Buffalo on September 5th, 1901. 



The Spanish- American War. — While McKinley was Presi- 
dent, a cruel war was going on in Cuba. Spain still 
owned the island, and the Spanish Government treated 
the people so cruelly that they rebelled and fought for 
their liberty. When the Spanish generals saw that they 



140 THE UNITED STATES 

could not conquer the Cubans in any other way, they 
began to drive those who were not in the army into 
camps and there starve them to death. 

President McKinley asked Congress to give him the 
right to stop the war in Cuba. The request was granted, 
and when the Spaniards refused to leave the island, the 
United States in April, 1898, declared war. McKinley^ 
then sent soldiers and warships against Spain and de- 
stroyed her navy and conquered her army. Spain sur- 
rendered Cuba and also many other islands that had been 
captured by the Americans. Among these were the 
Philippine Islands, in the Pacific Ocean, which now belong 
to the United States. 

The people were so pleased with President McKinley 
that they elected him again in 1900. Everywhere in the 
M^orld he had friends because of his kindness and good- 
ness. Men of all political parties loved him and respected 
him. Only one class of men hated him. These were the 
misguided anarchists who hate all law and all rulers and 
who seek to kill and destroy all Presidents and officers 
who make them obey laws and punish them for their 
crimes. 

3IcKinley's Assassination. — One of these men followed 
President McKinley to the city of Buffalo, where he went 
to attend a great exposition and speak to the people. 
While the President was shaking hands with the men and 
women who came to greet him, this man, who had come 
to murder him, shot him twice. A few days later, on 
September 14th, 1901. the President died. All the nation 
mourned. For five minutes during his funeral all fac- 
tories, all railroad trains and street cars, and all ma- 
chinery in the United States stood still while the people 
paused in their work to think kindly of the friend they 
had lost, the good man who had given his life in the 
service of the United States. 



WILLIAM McKINLEY 



141 



excellent 
sergeant 
manufacture 
anarchist 



Word Drill 

mathematics 
protective 
orator 
exposition 



debater 
tariflf 
factory 
machinery 



Review Exercises 

1. How did William McKinley get his education? 

2. Wliere was he working when the Civil War began? 

3. What part did he take in the war? 

4. Wliat did lie do when the war was over? 

5. Who sent him to Congress? 

6. What made him famous in Congress? 

7. When did he become President ? 

8. Tell about the war in Cuba. 

9. What was the result of that war? 

10. Why was McKinley so well liked by the people? 

11. How did he meet his death? 

12. How was he honored? 

13. What is a tariff? 



CHAPTER XXIII 

THEODORE ROOSEVELT 

A square deal for every man, rich or poor, no matter where he was 
born or what language he heard at home.- — Eoosevelt. 

The Spanish-American War called attention to a soldier 
who soon became the most prominent and influential man 
in America. His name was Theodore Roosevelt. You 
will be interested to learn the story of his life. 

Roosevelt was born in New York City on October 27th, 
1858. As a child he was puny and sickly. He w-as not 
strong enough to go to the public schools, and he received 
his early education from tutors and in private schools. 
Although his body was weak, his will was strong, and 
when he had passed through the ills of childhood, he 
determined to make his body healthy. For this purpose 
he took up athletics. He practiced sAvimming, climbing, 
running, jumping, horseback riding, and boxing. He 
camped and lived much in the open air. As a result he 
became strong and vigorous in both body and mind. 

He attended Harvard University, from which he Avas 
Graduated in 1880. Then he spent a year traveling in 
Europe. 

In 1881 Roosevelt entered politics and was elected a 
member of the Assembly of New York State. In the 
Assembly he introduced a civil-service bill Avhich became 
laAV in 1883. This laAv required that persons w^ho washed 
to secure certain important positions in the government 
service should first pass an examination. If they could 
not pass the examination, this proved that they were not 

142 



THEODORE ROOSEVEl.T 



143 



fit for the positions. The law was a good one, and Roose- 
velt received nuieh praise because he had helped to make 
it. In 1889 President Harrison appointed him a member 
of the United States Civil Service Commission. It was 




Theodore Roosevelt 

This photograph was taken in the interior of Africa durin" 
expedition in 1910. 



Mr. Roosevelt's hunting 



the business of this Commission to examine men and 
women who wished to fill certain positions in the service 
of the United States Government. Roosevelt held this 
office for six years and did a great deal to help the 
Government get better men and women for its employees. 



144 THE UNITED STATES 

The next important office that Roosevelt held was that 
of president of the police commissioners of the City of 
New York. In this office he insisted on civil-service rules. 
Men must show that they were fit to be policemen before 
they could got an appointment on the police force. They 
must also render good service to the city before they 
could be promoted to a higher position on the force. Some 
people in New York liked the civil-service rules, and 
other people hated the rules. Who do you think liked 
them? What kind of people do you think hated them? 

In 1897, Roosevelt was appointed Assistant Secretary 
of the Navy. He secured from Congress a large appro- 
priation of money to be used for target practice. This 
enabled the men in the navy to learn to shoot straight. 
A year later their skill was of great value to the United 
States. In the Spanish-American War American marks- 
manship won easy victories over the navy of Spain. Thus 
Theodore Roosevelt did more than any other man to help 
America win the war. 

When the war began, Roosevelt resigned his position 
as Assistant Secretary of the Navy and helped to organize 
a regiment of cavalry. He had lived for some time among 
the cattlemen of the West, and his regiment included a 
great many cowboys and hunters who admired him be- 
cause he had once been a ranchman. The regiment was 
called Roosevelt's Rough Riders. Roosevelt knew very 
little about warfare, and he requested that Leonard 
Wood, a trained soldier, should be made colonel, while 
he himself took the rank of lieutenant-colonel. 

The Rough Riders took a prominent part in the battles 
of Las Cjuasimas and San Juan Hill in Cuba. Roosevelt 
displayed great bravery and received the highest praise. 
Soon both he and Colonel Wood were promoted, and he 
became Colonel Roosevelt. 

When the war ended, Roosevelt was the most talked 



THEODORE ROOSEVELT 



145 



of man in the United States. The politicians feared him, 
but the people of New York wanted him for governor, 
and they elected him to that office. He was so successful 
as governor that many people Avanted to vote for him for 
President. William McKinley, however, won the honor 
of the Republican nomination in 1900 and Roosevelt be- 




Courtesy of the Panama Canal 

The Gaillard Cut on the Panama Canal 



came Vice-President. In September, 1901, when Presi- 
dent ]\IeKinley was assassinated, Roosevelt succeeded him 
as President. 

President Roosevelt's inauguration was the beginning 
of a new period in the political history of the United 
States. Roosevelt denounced the men who grew rich by 
cheating the public. He condemned the false labor 
leaders who encouraged men to destroy property and do 
violence in times when there were strikes and labor 
troubles. He advised putting a special tax upon the 




14G 



THEODORE ROOSEVELT 147 

incomes of the rich. He worked hard to get laws passed 
to prevent forests, minerals, and water powers from being 
wasted. He encouraged the building of dams to store up 
Avater with which to irrigate the great deserts of the 
West. He caused the Panama Canal to be built. This 
canal cuts a passage for ships through Central America 
betAveen the Atlantic and Pacific oceans. The building 
of this canal Avas one of the greatest accomplishments in 
the history of our country. Roosevelt helped to make 
peace betAveen Russia and Japan after they had fought 
a terrible Avar. He sent a United States fleet of sixteen 
battleships around the Avorld to shoAv other nations that 
Ave Avere interested in world affairs. His poAver and in- 
fluence in bringing all these and many more important 
things to pass Avere truly Avonderful. When he finished 
his last year as President in 1909, he Avas generally re- 
garded as the ablest and most influential man in the 
Avorld. He dcA'oted the rest of his life to science and 
literature. 

RooscA'elt made a trip to the heart of Africa to hunt 
big game and brought home many specimens to place 
in the great museums at Washington and in other cities. 
Later he Avent to South America and made explorations 
Avhere no Avhite man had ever gone before. 

RooscA'elt Avrote several books and many articles for 
magazines. Shortly before his death, soon after the 
armistice that ended the World War, he Avrote this mes- 
sage to the American people : 

There must be no sagging back in the fight for Americanism 
merely because the war is over. There are plenty of persons 
Avho have already made the assertion that they believe the 
American people have a short memory and that they intend 
to re\-ive all the foreign associations Avhich most directly inter- 
fere Avith the complete Americanization of our people. 

Our principle in this matter should be absolutely simple. In 



148 THE UNITED STATES 

the first place we should insist that if the immigrant who comes 
here in good faith becomes an American and assimilates himself 
to us, he shall be treated on an exact equality with everyone 
else, for it is an outrage to discriminate against any such man 
because of his creed or birthplace or origin. 

But this is predicated upon the man's becoming in very fact 
an American and nothing but an American. If he tries to 
keep segregated with men of his own origin and separated 
from the rest of America, then he isn't doing his part as an 
American. 

There can be no divided allegiance here. Any man who says 
he is an American bi;t something else also isn't an American 
at all. We have room for but one flag, and this excludes the 
red flag, which symbolizes all wars against liberty and civiliza- 
tion, just as much as it excludes any foreign flag of a nation 
to which we are hostile. We have room for but one language 
here and that is the English langi;age, for we intend to see 
that the crucible turns our peo])le out as Americans, of American 
nationality, and not as dwellers in a polyglot boarding-house; 
and we have room for but one soul loyalty and that is a loyalty 
to the American people. 

Roosevelt died on January 6th, 1919, the day after this 
message was read at a great patriotic concert in New 
York City. 

He is remembered as one who loved his country. He 
worked hard to give everybody, rich and poor, native and 
foreign-born, a ''square deal." He was a great American. 

Word Drill 

prominent puny private 

athletics politics examination 

irrigate Panama Canal accomplishment 

marksmanship ranchman denounce 

appropriation lieutenant commission 

condemn wonderful explanation 



THEODORE ROOSEVELT 149 

Review Exercises 

1. Tell how Theodore Roosevelt made himself strong in mind 

and body. 

2. Where was he educated? 

3. Tell what he did in the Assembly of Xew York State. 

4. To what office did President Harrison appoint him? 

5. Tell what office he held in New York City. 

6. Tell how he helped to win victories over the navy of Spain. 

7. Tell about his regiment of Rough Riders. 

8. Tell some things that he did wheii he was President. 

9. \Y]\y did he go to Africa? 

10. How did he say the immigraut ought to be treated? 



CHAPTER XXIV 

GREAT AMERICAN ACHIEVEMENTS 

America's Making. — The whole world owes so much to 
America that everybody ought to be familiar with 
America's great achievements. These achievements are 
so numerous that we cannot tell here about them all, 
])ut we shall mention a few that deserve special attention. 

You have learned about the hardships and struggles 
of the early settlers who came from Europe to find a new 
home in this New World. You have learned how they 
had to fight, first with the Indians, and then with the 
soldiers from Europe who tried to conquer their wish 
for independence. Finally they won safety and freedom 
and made a nation in which everyone can enjoy the 
product of his own labor and have a share in his own 
government. Since then emigrants from the Old World 
and from other parts of the American continent have 
continued to come to make their homes here. They have 
come in order to enjoy our good and free government and 
institutions, and tliey have done their share to help build up 
this new country until it is now a leader among the 
nations of the earth and the home of more than a hundred 
million of the happiest and freest people to be found 
anyAvhere. This itself is one of the greatest achievements 
in the history of the world, and it is this that has made 
possible so many other great achievements, because safety, 
security, good government, education, and prosperity are 
the best preparation for a people who Mdsh to do great 
things. 

1.50 



GREAT AMERICAN ACHIEVEMENTS 



151 



As a result our country has achieved great things along 
the lines of transportation, communication, travel, agricul- 
ture, manufacturing, mining, commerce, and inventions 
of every kind. Let us study a few of the more important 
of these achievements. 

The Steamboat. — We will begin with the steamboat. Per- 
haps you, reader, came to America in a steamship which 




Photograph by Paul Thompson 



The "Clermont" 



This is an exact reproduction of Fulton's Clermont built for the Hudson-Fulton 
Celebration at New York in 1909. 

crossed the ocean quickly and safely. But the first people 
who came here had to cross the ocean in slow sailing 
vessels. An ocean voyage took many weeks, and some- 
times it was very dangerous. It was a great achievement 
to invent the steamship which made the voyage safer, 
quicker, and more comfortable. 

In the year 1785 a man named John T'ltch, whose home 
was on the Connecticut River, told his friends that he 
had invented a steam engine and machinery that would 



152 THE UNITED STATES 

propel a boat. His friends could hardly believe his story, 
but it was true. His boat was forty-five feet long and 
twelve feet wide. It had six oars or paddles on each 
side, and there was a small engine to drive the machinery 
that worked these paddles. 

We should laugh at such a boat to-day, but it was the 
beginning of great things. A few years later Robert Ful- 




CovvTiglii, Einng Galloway 

Modern TraNSpohtation 

This picture shows the passenger station, freight yards, and docks at Cleveland, 
Ohio, one of the greatest of the Lake ports. 

ton made a great improvement over this boat, and in 1807 
his boat, the Clermont, went up the Hudson from New 
York to Albany, a distance of one hundred and fifty miles, 
in but thirty-two hours. In 1819 the Savannah was the 
first steamship to cross the ocean. What a difference 
between that time and to-day, when swift and powerful 
steamships are carrying freight, mail, and passengers on 
every ocean and on every great lake and river ! 



GREAT AMERICAN ACHIEVEMENTS 



153 



The Steam Locomotive. — As soon as the steamboat began 
to carry goods and passengers on the rivers, people began 
to say: "We ought to find some way to use the steam- 
engine to haul wagons and cars." The first successful 
locomotive was invented by George Stephenson in England 
in 1814. A few years later the people of the United States 



\ 




\ 




'i.^'t 



-gig fs^ fe^ £ I _ 




Courtesy of B. B. & R. Knight 

A Modern Cotton Mill 

This is one of the main floors in the weave shed of the Royal Mill at Riverpoint, 

Rhode Island. It contains approximately 1,100 automatic looms 

with individual electric drive. 



began to build railroads. The first line to use a steam 
locomotive was built in Pennsylvania in 1828. Soon there 
was a demand for railroads everywhere. The states along 
the Atlantic coast as far south as North Carolina were 
the first to be covered with a chain of short roads. Then 
the roads began to go west and into the states farther 
south. To-day more than a quarter of a million miles 



154 THE UNITED STATES 

of railroads bind together every section of our vast coun- 
try and make it easy and convenient to travel anywhere 
either for pleasure or for business. They also make it 
possible for people living anywhere in the country to 
use and enjoy the products of all the rest of the country. 
The i-ailroads have removed the difficulties of distance 
and made the people of the United States a strong and 
united nation. 

The Automobile. — At the beginning of the present cen- 
tury automobiles were just coming into use. Only a few 
people owned motor cars, and many people had never 
ridden in one. Since that time great automobile factories 
have been built to make cars of every kind, and now 
there are seven or eight million automobiles in use in 
this country for pleasure and business. So many cars 
have taken the place of horses that we often hear people 
say that we live in a horseless age. 

The Airplane. — In 1903 two brothers, Orville and Wilbur 
Wright, gave an exhibition of flying with an airplane that 
they had invented. In one of their flights their machine 
remained in the air fifty-nine seconds and traveled over 
eight hundred feet against the wind. Everybody said, 
"How w^onderful!" But to-day airplanes fly over the 
tops of mountains and across the continent. They have 
proved to be of great use in war and in carrying mail 
swiftly from city to city. How different from the way 
people traveled a hundred years ago ! 

The Cotton Gin. — One of the most important of Ameri- 
can inventions was the cotton gin. Before cotton can be 
used, it has to be cleaned of the large seeds to which 
the cotton fibers cling. Until the year 1792 cotton had 
to be cleaned by hand, and one person could clean only 
about one pound in a day. Of course, under such condi- 
tions very little cotton was raised, and what w^as raised 
was very costly. In 1792 Eli Whitney invented a machine 



GREAT AMERIC.\N ACHIEVEMENTS 155 

that would clean a thousand pounds in a day. Then the 
people of the Southern States began to raise vast quanti- 
ties of cotton. The cotton gin has been greatly improved, 
great factories have been built both in the North and in 
the South to manufacture cotton into thread and cloth, 
and every year millions of bales of cotton are exported 
from the United States to other countries. 




The First Airplane Flight 

The original Wright airplane in its first flight at Kitty Hawk, North Carolina, 
December 17, 1903. 

Harvesting Machinery. — In 1833 an American invented 
another machine which was almost as wonderful as the 
cotton gin. This was a reaping machine for cutting the 
wheat and other grain which before that time had to be 
cut by hand. Another man, Cyrus McCormick, improved 
this reaper until he had a machine which was drawn by 
many horses or by an engine and which cut and threshed 
the wheat at one operation. TTiis made it possible to 
raise enormous quantities of grain cheaply. We now 
raise all the wheat that our own people can use, and some 



156 



THE UNITED STATES 



years we have a hundred million bushels or more to 
export. 

Luther Burhank. — America has produced one inventor 
unlike any other in the world. Many men have added 
great wealth and comfort to the world by inventing new 
machines, but Luther Burbank has added millions of 
dollars to the wealth of his country and given great 




Courtesy of the International Harvester Company 



A Modern Harvesting Machine on the Great Wheat Lands of the 

Northwest 

pleasure and comfort to millions of people by his inven- 
tion of new plants, flowers, and trees. He was born in 
Massachusetts but has done his best work in California, 
where he has lived for many years. 

Bui'bank has spent his life experimenting with all sorts 
of plants. He has been so enthusiastic in this work that 
he has spent fourteen hours a day at it for forty years. 
By learning how to select the right seed, how to change 
seeds and plants by dusting pollen upon the flowers, how 
to bud and graft one kind of plant upon another, and 



GREAT AMERICAN ACHIEVEMENTS 



157 



how to do a hundred other things to change the nature 
of plants, he has invented a new kind of potato that is 
estimated to add seventeen million dollars a year to the 
farm incomes of America. He has also developed a spine- 
less cactus which is good for food and which can be raised 
in the desert ; he has developed plums and prunes that 
have no stones, the thornless blackberry, the strawberry 



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Courtesy of the Reclamation Service 
An Orange Grove on an Arizona Desert Reclaimed by Irrigation 

that bears every month in the year, and scores of other 
plants, flowers, fruits, and grains that make our country 
millions of dollars richer every year. 

Irrigation. — In the western part of our country there 
is a vast region where very little rain falls. It used to 
be called "the Great American Desert." In this desert 
are the Rocky Mountains and other mountains. Seventy- 
five years ago few people lived there, and most people 
thought the land was almost worthless. Then gold, silver, 



lo» THE UINJITED STATES 

and other metals were found in the mountains in great 
abundance, and people rushed from the other parts of 
the country to get them. These people obtained vast 
I'iches from the mines and then began to study the soil 
of the desert. Somebody suggested that they build dams 
to collect the water in the mountain streams and use it 
to irrigate the land. The dams were built. What is the 
result? To-day what were formerly waste places are 
inhabited by progressive and intelligent people who have 
built great cities, developed mines, and turned the desert 
into the finest farms to be found anywhere. Some parts 
of this great desert now yield twice as much wealth 
per capita as is produced on any other land in the country. 

Canals. — The United States is famous for its great canals. 
The Erie Canal, 363 miles long, was finished in 1825. 
It connects the Hudson River with Lake Erie. It has 
helped to furnish cheap freight between New York and 
the states to the Avest and has done a great deal to increase 
business and build up the country. Soon after this canal 
was opened, many other canals were built in Pennsylvania 
and elsewhere. The most important canal built by 
Americans is the Panama Canal which cuts the American 
continent in two and saves thousands of miles for ships 
going back and forth between ports on the Atlantic and 
on the Pacific coasts of the United States. 

Other American Scientists and Inventors. — American 
scientists and inventors have made many great dis- 
coveries and inventions. Benjamin Franklin taught the 
world how to study electricity and so helped to make 
possible all the electrical inventions that we know. Samuel 
F. B. Morse invented the electric telegraph in 1844 ; Elias 
Howe invented the sewing machine in 1846 ; Cyrus "W. 
Field laid the first Atlantic cable in 1858 ; Alexander 
Graham Bell invented the telephone ; and Thomas A. Edi- 
son produced the electric light, the phonograph, the 



GREAT AMERICAN ACHIEVEMENTS 1.59 

motion-picture machine, and a large number of other 
inventions of great value. 

The Greatest Achievement. — The greatest of all Ameri- 
can achievements, however, is the government of the 
United States, with its free public schools, its laws made 
by the people themselves, its most important officeholders 
elected by the people, and its business in the hands of 
educated and intelligent citizens who control their own 
welfare. 

Under the government of the United States all citizens, 
whether they are native-born or immigrants from other 
lands, enjoy equal protection and should share equally in 
the duties and responsibilities of citizenship. Many coun- 
tries have contributed to make the United States of to-day, 
and the best contribution of each country is the loyal, 
industrious, ambitious, intelligent men and women, boys 
and girls, who have come here because they love liberty, 
law, and order, and wish to live in peace and friendship. 

Word Drill 

achieve transportation communication 

agriculture manufacture mining 

commerce invention improvement 

Review Exercises 

1. What has made it possible for the Americans to do great 

things'? 

2. Who invented the steamship? 

3. Tell about the growth of railroads. 

4. Tell about the number of automobiles in our country. 

5. Who invented the airplane? The cotton gin? 

6. Who developed the reaping machine? 

7. Tell about Luther Burbank. About the Great American 

Desert. 

8. Tell about our great canals. 

9. AVhat did Franklin discover? What did Morse invent? 

Howe? Field? Bell? Edison? 
10. What is the sroatest of all American achievements? 



CHAPTER XXV 

AMERICA IN THE WORLD WAR 

The Hague Conference. — In the year 1899 many nations 
sent representatives to a conference at The Hague in Hol- 
land. The great purpose of this conference was to find 
a way to prevent wars. Most of the nations paid heavy 
taxes to support great armies and navies, and they wanted 
to agree on some plan that would make these burdens 
lighter. 

They proposed that all nations should reduce their 
armies and navies and settle their disputes by means of 
courts instead of by fighting. One nation was entirely 
opposed to this plan. That nation was Germany. Ger- 
many had grown powerful by fighting and conquering 
her weaker neighbors. She wanted a big army and a 
big navy that she might conquer still other nations. Her 
war lords wanted to make Germany the most powerful 
nation in the A\'orld. To do this Germany was ready to 
deprive every other nation of its rights. 

Germany's Bream. — The German Emperor and his mili- 
tary leaders allov/ed the common people of Germany very 
little voice in their government. The people had to toil 
and fight tliat the rulers might live in luxury and enjoy 
the splendor and glory of their high position. Their love 
of power and wealth made them ambitious to conquer and 
rule other nations. They dreamed of a world empire. 
They were fond of singing, Bcutscliland iiher Alles — 
Germany over all. They planned to annex Belgium and 
northern France with its rich fields of coal and iron. 

160 



AMERICA IN THE WORLD WAR 



161 



After crushing France on the west and Russia on the east, 
Germany could control a great Middle-European empire 
extending from the North Sea to the Persian Gulf. Then 
the German war lords hoped to conquer England and rule 
the seas. After all this America was to be taught sub- 
mission to Germany's desires and her people made to pay 




Courtesy of the " Letlon Weekly' 

Commanders of the Allies 

They are, left to right: General Baron Jacques, Belgium; General Amando Diaz, 
Italy; Marshal Ferdinand Foch, France; General John J. Pershing, United States; 
Admiral Earl Beatty, Great Britain. This photograph was taken at the Conven- 
tion of the American Legion in Kansas City, Missouri, in November, 1921, 
at which the five commanders were the guests of the Legion, 

vast sums of money to purchase the right to live and toil 
like the people of Germany. Vast territories in Asia and 
Africa were to be seized as colonies for German settlers 
and traders. 

Beginning of the War. — Germany depended upon her 
allies, Austria and Turkey, to help win this world empire. 



162 THE UNITED STATES 

She trained vast armies, manufactured more guns and 
ammunition than any other nation, built Zeppelins, sub- 
marines, and warships, and invented poison-gas bombs and 
other new devices for destruction. In 1914 she was ready 
for war. In order to have an excuse for fighting she 
encouraged Austria to pick a quarrel with Serbia. Of 
course, the quarrel spread to France and Russia. Germany 
suddenly rushed her armies across neutral Belgium to strike 
at France. 

Heroic little Belgium fought desperately to save herself 
and France. Then Great Britain entered the war against 
Germany. Russia went to the aid of Serbia. Later Japan, 
Italy, Portugal, and Rumania joined the allies of France. 
Turkey and Bulgaria joined Germany and Austria. 

The United States Declares Wa7\ — It was a world war, 
yet for more than two and a half years the United States 
remained' neutral, that is, it took no part in tlie fighting. 
Germany sent her submarines to sink our ships and murder 
those on board. She sent spies. to every part of the United 
States. German' agents set fire to American factori'es and 
placed bombs on vessels sailing from American ports. Ger- 
many spent large sums of money to cause trouble between 
Mexico and the United States. Finally Germany threatened 
to sink every vessel that tried to visit the ports of England, 
France, or any of their allies in Europe. The United 
States could stand it no longer. On April 2nd, 1917, Presi- 
dent Wilson asked Congress to prepare for war. War was 
declared against Germany on April 6th. 

We were unprepared to fight, but Congress passed a 
law to create a new army by draft. Men were also invited 
to enlist in the Regular Army. At the end of the year 
the United States had nearly 1,500,000 soldiers under arms. 
A year later the number was more than 3,500,000. 

In 1918 Congress passed another draft law requiring 
all men from 18 to 45 years of age to register for service 



AMERICA IN THE WORLD WAR 



163 



in the war if needed. The loyalty of the people was truly 
wonderful. Native-born citizens and recent immigrants 
alike rushed to join the American army and navy. 

Congress voted two billion dollars to build ships to carry 
soldiers, food, and munitions to Europe. Great Britain also 
furnished many ships to help carry the Americans. In 




Courtesy ol the American Red Cross 

Red Cross Canteen Workers in France Serving Refreshments to 
American Troops Going to the Front 

twenty months over two million soldiers were landed in 
France. 

In less than a month after the United States entered the 
war, our first squadron of warships reached England to 
help the British and French fleets. 

"When will you be ready for business!" asked the 
British commander when he met our squadron. 

"We can start at once. We made preparations on the 
way over," replied Admiral Sims, the American com- 
mander. 



164 



THE UNITED STATES 



In a few months the number of men in our navy was 
increased from about 82,000 to nearly half a million. 

Congress voted $640,000,000 to build airplanes. Fac- 
tories that had made typewriters and automobiles and 
furniture stopped their regular business to help build these 
airplanes. New factories were built to make everything 
needed for the war. Rifles, machine guns, gas masks, 
clothing, food, and medicines had to be sent across the 



^^:^ K^ 



TO MAKE THE WOrM^ 
A DECENT PLACE TO LIVE IN 

DO YOUR PART- BUY U.S. GOVERNMENT BONpS 

THIRD LIBERTY LOAN 




One of the Scores of Effective Posters Used in the Liberty Loan 

Campaigns 



ocean. Everybody had to help. Women entered factories 
and shops of every kind to help the men. Even school 
children helped produce food in their ''war gardens" and 
"pig and poultry clubs." 

The People's Support. — Millions of people joined the 
Red Cross Society to knit and sew for the boys in the 
camps and "Over There." The Red Cross also worked 
with the armies in their camps and on the battlefields and 
furnished ambulances, built hospitals, and did everything 



AMERICA IN THE WORLD WAR 1G5 

possible for the comfort of the soldiers and for those made 
homeless by the war. 

To get money for the war Congress called for four 
Liberty Loans and one Victory Loan. Each time the 
people offered more money than was asked for. These 
loans furnished more than twenty billion dollars. 

Fighting in Europe. — In spite of all that we did, the 
German war lords said tliat America could not send an 
army to Europe and that our army could not fight if it 
did reach Europe. But the Germans had to change their 
mind. When the first American soldiers reached France, 
tlie German armies were still strong. Germany and her 
allies felt sure that they would win the war. Russia 
deserted her friends and made peace with Germany. Then 
the Germans made their plans to finish the war with five 
big drives early in 1918. The first was toward Amiens. 
The Germans almost reached that city. For a few hours 
it looked as if they would reach it. But every available 
French and British soldier and a regiment of American 
engineers were sent to the rescue, and the day was saved. 

In this crisis all the armies of the Allies were placed 
under the command of one man. General Foch. General 
Pershing, the American commander, said to General Foch : 
"Infantry, artillery, aviation — all that we have are yours 
to dispose of as you will." These words gave new hope 
and courage to all the Allied armies. 

The second drive was toward the Channel ports — Dun- 
kirk, Calais, and Havre. The Germans gained about three 
hundred square miles of territory, but the British and 
French fought like tigers and the ports were saved. 

The third drive was toward Paris. The city was in peril. 
Two American divisions were hurried to the rescue, and 
at Chateau-Thierry and along the Marne River they drove 
back the Germans. Then came an order for the Americans 
to capture the forest called Belleau Wood. The forest was 



!()(> 



THE UNITED STATES 



filled with German machine-gun nests and the Germans 
outnumbered the Americans three to one. The slaughter 
on both sides was terrible and the fighting lasted for eleven 
days, but in the end every German was driven from the 
forest. This battle covered the Americans with glory, and 
the German drive for Paris failed completely. 



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A Company of Amekican Infantry Resting after Capturing a 
German Trench in the Argonne 

The Germans were now desperate. Their fourth drive 
was a complete failure, and their loss of men and supplies 
was great. 

Tlie fifth drive decided the fate of Germany. Large 
numbers of American troops had joined the Allies and took 
a prominent part in the third defeat of the Germans at 
the Marne River. 

General Foch now took the offensive. In the first attack, 
on July 18th, 1918, the position of honor was given to the 
Americans. The Germans were driven back. The tide 
of war had turned against them. 



AMERICA IN THE WORLD AVAR 1G7 

The American Advance. — In August, 1918, the Amer- 
icans had more than a million men in the field and tliey 
were organized as our First Army under the command of 
(General Pershing. In September they attacked St. Mihiel, 
which had been held by the Germans since 1914. So swift 
was the advance of the Americans that they surrounded 
some of the German cooks just in time to be served with 
hot food prepared for the German soldiers. In this attack 
tlie Americans captured sixteen thousand prisoners and 
liandreds of guns. 

After the battle of St. Mihiel the American army on 
one side and a French army on the other entered the 
Argonne Forest. Six weeks of fighting followed. At the 
end of that time the German lines were pierced, and the 
American army with sixteen thousand new prisoners had 
reached Sedan. This was the greatest battle ever fought 
by Americans. It cost them 120,000 casualties, but it 
hastened the end of the World War. 

The End of the War. — Elsewhere the Germans met de- 
feat after defeat. Bulgaria, Turkey, and Austria sur- 
rendered to the Allies. It was Germany's turn next, and 
on November 11th, 1918, Germany signed an armistice and 
tlie fighting ended. 

Wliat rejoicing among the Allies! In the United States 
factories and schools closed, business stopped, and nearly 
everybody took a holiday. Millions of people were almost 
wild with joy and excitement. 

Soon the long absent soldiers and sailors, doctors and 
nurses, and all who had gone with them to the war would 
be coming back. In a few months they came. Parades 
and banquets and receptions everywhere showed how glad 
and hearty was their welcome home. 

The War's Cost.— The awful war cost the nations two 
hundred billion dollars for actual expenses, and the loss 
to trade and business was as much more. More than seven 



168 



THE UNITED STATES 



and three-quarters millions of soldiers lost their lives. Six 
million more were almost totally disabled and twelve 
million were wounded. 

The United States alone spent twenty-two billion dollars 
for her part in the war and loaned her allies nearly ten 
billion dollars more. More than one hundred thousand 




Photograph bv Paul Thompson 



Parade of Returned Regiments of the "Rainbow Division" Passing 
THE Victory Arch in New York City 

American soldiers lost their lives in battle or from disease, 
and 230,000 more were wounded. 

Such was the awful price we had to pay to save our 
freedom and our civilization. 

Conference on the Limitation of Armaments. — Beginning 
on November 12th, 1921, at the invitation of the United 
States Government, representatives of nine great nations 
of the earth met for the purpose of agreeing to limit the 



AMERICA IN THE WORLD WAR 



169 



size of their armies and navies and to do other things to 
promote the peace of the world. This was the first meeting 
of its kind in history. 

The countries represented were the United States, Great 
Britain, France, Italy, Japan, Belgium, The Netherlands, 
China, and Portugal. 

The conference continued until February 6th, 1922, when 
the delegates present signed a number of treaties which 
we hope will help to make the world happier. The larger 
nations agreed to reduce the size of their navies, not to 
use submarines as destroyers of commerce, and not to use 
poisonous gases in warfare. There were several other agree- 
ments relating to the interests of tlie nations in various 
parts of the world. These agreements and treaties are 
subject to ratification by the governments concerned. 

"All for One." — In the American armies native-born 
citizens and loyal immigrants from many lands beyond the 
seas fought shoulder to shoulder. Together they suffered 
and died for the homes and the liberty they all loved. 

Let us who remain in America and all those who come 
from other lands to join us live and work together as 
friends. 

Let us make our America the best country on earth. 





Word Drill 




conference 


luxury 


submission 


submarine 


draft 


register 


squadron 


ambulance 


desperate 


prisoner 


banquet 


civilization 


treaties 


ratify 


armaments 



Review Exercises 

1. WHiy Avas a conference held at The Hague in 1899? 

2. What nation opposed the others at this conference? 

3. Tell liow Germany had grown powerful. 



170 THE UNITED STATES 

4. Tell how war broke out in 1914. 

5. How long did the United States remain neutral? 

6. When did the United States enter the war? 

7. Tell about the draft law. 

8. How did we get money to carry on the war? 

9. Name some battles in which Americans took part. 

10. Tell about tiae signing of the armistice. 

11. Tell about the return of our soldiers and tlioir welcome 

home. 

12. What important conference took place in Washington from 

November, 1921, to February, 1922? 

13. What countries were represented at this conference? 

14. What was the purpose of this meeting? 

15. ^VTiat was accomplished? 

16. When Avill the treaties made by this conference go into 

efifect ? 

17. What should we all do for our America? 



OUK PKESIDENTS 

1. George Washington 
Two terms, 1789-1797 

Born, 1732, Bridges Creek, Virginia; surveyor, farmer, 
soldier, statesman; elected by wliole i)eople from Virginia; 
died 1799. 

2. John Adams 

One term, 1797-1801 

Born, 1735, Braintree, Massachusetts; lawyer, statesman; 
elected by Federalists from Massachusetts; died 182G. 

3. Thomas Jefferson 
Two terms, 1801-1809 

Born, 1743, Shadwell, Virginia ; lawyer, statesman ; elected 
by Democratic-Republicans from Virginia ; died 1826. 

4. James Madison 

Tu-o terms, 1809-1817 

Born, 1751, Port Conway, Virginia; lawyer, clergyman, states- 
man ; elected by Democratic-Republicans from Virginia ; 
died 1836. 

5. James Monroe 

Tioo terms, 1817-1825 

Born, 1758, Westmoreland County, Virginia; soldier, lawyer, 
statesman ; elected by Democratic-Republicans from Vir- 
ginia; died 1831. 

6. John Quincy Adams 
One term, 1825-1829 

Born, 1767, Braintree, Massachusetts; lawyer, statesman; 
elected by House of Representatives from Massachusetts; 
died 1848. 

171 



172 THE UNITED STATES 

7. Andrew Jackson 
Two terms, 1829-1837 

Born, 1767, Waxhaw Settlement, North Carolina: statesman, 
soldier, lawyer; elected by Democrats from Tennessee; 
died 1845. 

8. Maetin Van Buren 
One term, 1837-1841 

Born, 1781, Kinderhook, New Yoi'k; statesman; elected by 
Democrats from New York; died 1862. 

9. William H. Harrison 
One month, 1841 (death) 

Born, 1773, Berkeley, Virginia ; soldier, statesman ; elected 
by Whigs from Ohio; died 1841. 

10. John Tyler 

Three years, eleven months, 1841-1845 (completing HaiTison's 

term ) 
Born, 1790, Charles City County, Virginia; lawyer, statesman ; 

elected Vice-President by Whigs from Ohio; died 1862. 

11. James K. Polk 
One term, 1845-1849 

Born, 1795, Mecklenburg County, North Carolina; lawyer, 
statesman; elected by Democrats from Tennessee; died 
1849. 

12. Zachary Taylor 

One year, four months, 1849-1850 (death) 

Born, 1784, Orange County, Virginia ; soldier, statesman ; 
elected by Whigs from Louisiana; died 1850. 

13. Millard Fillmore 

Two years, eight months, 1850-1853 (completing Taylor's 
term) 

Born, 1800, Locke, New York ; school teacher, lawyer, states- 
man; elected Vice-President by Whigs from New York; 
died 1874. 



OUR PRESIDENTS 173 

14. Franklin Pierce 
One terrrij 1853-1857 

Born, 1804, Hillsboro, New Hampshire; soldier, statesman; 
elected by Democrats from New Hampshire; died 1869. 

15. James Buchanan 
One term, 1857-1861 

Born, 1791, Franklin Count.y, Pennsylvania; law3'er, states- 
man; elected by Democrats from Pennsylvania; died 1868. 

16. Abraham Lincoln 

One term and sijc weeks, 1861-1865 (assassinated) 
Born, 1809, Hardin County, Kentucky; lawyer, statesman; 
elected by Republicans from Illinois; died 1865. 

17. Andrew Johnson 

Three years, ten and a half months, 1865-1869 (completing 
Lincoln's term) 

Born, 1808, Raleigh, North Carolina; statesman; elected Vice- 
President by Republicans from Tennessee; died 1875. 

18. Ulysses S. Grant 
Two terms, 1869-1877 

Born, 1822, Point Pleasant, Ohio; soldier, statesman; elected 
by Republicans from Illinois; died 1885. 

19. Rutherford B. Hayes 
One term, 1877-1881 

Born, 1822, Delaware, Ohio; lawyer, soldier, statesman; 
elected by Republicans from Ohio; died 1893. 

20. James A. Garfield 

Six months, fifteen days, 1881 (assassinated) 
Born, 1831, Orange, Ohio; educator, soldier, statesman; 
elected by Republicans from Ohio; died 1881. 

21. Chester A. Arthur 

Three years, five months, fifteen days, 1881-1885 (completing 
Garfield's term) 

Born, 1830, Fairfield, Vermont; lawyer; elected Vice-Presi- 
dent by Republicans from New York; died 1886. 



174 THE UNITED STATES 

22. Grover Cleveland 
One term, 18S5-1889 

Born, 1837, Caldwell, New Jersey ; lawyer, statesman ; elected 
by Democrats from New York ; died 1908. 

23. Benjamin Harrison 
One term, 1889-1893 

Born, 1833, North Bend, Ohio ; lawyer, soldier, statesman ; 
elected by Republicans from Indiana ; died 1901. 

24. Grover Cleveland 

One term, 1893-1897 [see above] 

2.'). William McKinley 

One term, six months, ten days, 1897-1901 (assassinated) 
Born, 1843, Niles, Ohio ; soldier, lawyer, statesman ; elected 
by Republicans from Ohio; died 1901. 

26. Theodore Roosevelt 

Tico terms, lacking six months, ter. days, 1901-1909 (com- 
pleting' McKinley's term; then elected) 

Born, 1858, New York City; lawyer, soldier, statesman; 
elected by Rei^ublicans from Ncav York ; died 1919. 

27. William H. Taft 
One term, 1909-1913 

Born, 1857, Cincinnati, Ohio; lawyci', college professor, states- 
man; elected by Republicans from Ohio. 

28. Woodrow Wilson 
Two terms, 1913-1921 

Born, 1856, Staunton, Virginia ; lawyer, college president, 
statesman : elected by Democrats from New Jersey. 

29. Warren G. Harding 

Began 1921 

Born, 1865, Corsica, Ohio; newspaper publisher, statesman; 
elected by Republicans from Ohio. 



BOOKS FOR FURTHER READING 

Baldwin, James, Discovery of the Old Northwest (American 

Book Co.). 
Baldwix, James, The Story of Liberty (American Book Co.). 
Bkady, C. T., The Commodore Paul Jones (Appletoii). 
Brooks, Xoah, Boy Settlers (Scribner). 
Bukton, a. H., Lafayette, the Friend of American Liberty 

(American Book Co.). 
Coffin, C. C, Building the Nation (Harper). 
Coffin, C. C, Winning his Way (Burt). 
Coffin, C. C, Boys of '76 (Harper). 
Cooper, J. F., The Last of the Mohicans. 
Crane, Stephen, The Bed Badge of Courage (Appleton). 
Earle, a. M., Home Life in the Colonial Days (Maemillan). 
Eggleston, Edward, The Beginners of a Nation (Appleton). 
Eggleston, Edward, The Transit of Civilization (Appleton). 
Eggleston, Edward, History of the United States and its People 

(Appleton). 
Eggleston, Edward, Stories of Great Americans (American 

Book Co.). 
Eggleston, Edward, Stories of American Life and Adventure 

(American Book Co.). 
Ellis, E. S., Makers of our Country (Hinds, Hayden and 

Eldredge). 
Ellis, E. S., Lives of the Presidents of the United States (Flana- 
gan ) . 
Faris, J. T., Beal Stories from our History (Ginn). 
GORDY, W. F., American Leaders and Heroes (Scribner). 
GORDY, W. F., Abraham Lincoln (Scribner). 
GORDY, W. F., Stories of Early American History (Scribner). 
Griffis, W. E., The Romance of Conquest (Wilde). 
Guerber, H. A., The Story of the Great Republic (American 

Book Co.). 
Guerber, H. A., The Story of the Thirteen Colonies (American 

Book Co.). 

175 



176 THE UNITED STATES 

Haggard, H. R., Montezuma's Daughter (Longmans). 
Hill, F. T., On the Trail of Washington (Appleton). 
Hill, F. T., On the Trail of Grant and Lee (Appleton). 
Humphrey, Grace, Women in American History (Bobbs-Merrill). 
Johnson, Bradley, Life of General Washington (Appleton). 
KiNGS'LEY, Charles, Westward Ho! 
LossiNG, B. J., The Two Spies (Appleton). 
McBrien, J. S., America First (American Book Co.). 
Meadowcroft, W. H., Boy's Life of Edison (Harper). 
Morgan, James, Abraham Lincoln, the Boy and the Man (Mac- 

millan). 
Morris, Charles, Heroes of Discovery in America (Lippincott). 
Moses, Belle, Paul Revere (Appleton). 
MOWRY, W. A. and A. M., American Inventions and Inventors 

(Silver, Burdette). 
MowRY, W. A. and A. M., First Steps in the History of our 

Country (Silver, Burdette). 
NiCOLAY, Helen, and Deming, N. H., Stories of Patriotism 

(Houghton, Mifflin). 
Olcott, F. J., Good Stories for the Great Holidays (Houghton, 

Mifflin). 
Parkman, M. R., Fighters for Peace (Century). 
Parkman, M. R., Heroes of To-day (Century). 
Parkman, M. R., Heroines of Service (Century). 
Richards, L. E., Abigail Adams and her Times (Appleton), 
Riis, J. A., Theodore Roosevelt, the Citizen (Maemillan). 
Roosevelt, Theodore, Winning of the West (Putnam). 
Ross, G. A., Old Glory (Platt and Nourse). 
Smith, H. A., Famous Americans (McKay). 
SouTHWORTH, G. Van D., and Paine, P. M., Bugle Calls of 

Liberty (Iroquois Publishing Co.). 
Sparks, E. E., Men Who Made the Nation (Maemillan). 
Stowe, H. B., Uncle Tom's Cahin. 

Tappan, E. M., A Little Book of the Flag (Houghton, Mifflin). 
Thwaites, R. G., Daniel Boone (Appleton). 
TOMLiNSON, E. T., Young Peoples' History of the American 

Revolution (Appleton). 
Trowbridge, J. T., The Drummer Boy (Burt). 
Washington, B. T., Tip from Slavery (Doubleday). 
Wilson, J. G., General Grant (Appleton). 





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PART II 
AMERICAN GOVERNMENT 



AMERICA 

My country, 'tis of thee, 
Sweet land of liberty. 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrims' pride. 
From every mountain side 

Let freedom ring. 

My native country, thee, 
Land of the noble free. 

Thy name I love ; 
I love thy rocks and rills, 
Thy woods and templed hills. 
My heart with rapture thrills. 

Like that above. 

Let music swell the breeze, 
And ring from all the trees. 

Sweet freedom's song; 
Let mortal tongues awake, 
Let all that breathe partake, 
Let rocks their silence break. 

The sound prolong. 

Our father's God, to Thee, 
Author of Liberty, 

To Thee we sing; 
Long may our land be bright, 
With freedom's holy light. 
Protect us by Thy might, 

Great God, our King. 



CHAPTER I 

THE CONSTITUTION OF THE UNITED STATES 

What the Constitution Is. — The Constitution is the 
supreme law in the United States. Upon it all other laws 
of the land are based. For this reason it is often referred 
to as the fundamental law of the United States. The 
Constitution is a written document. It tells what kind of 
laM's Congress can make and what the rights of the people 
are. If Congress or the legislature of any state makes a 
law of a kind that the Constitution forbids, that law can- 
not be enforced because the courts will not ])unish a man 
who disobeys such an unconstitutional law. For example, 
no law establishing a national church or religion would be 
constitutional or could be enforced. 

If a law agrees with the Constitution, all the courts in 
the United States must punish people who disobey it. It 
is, therefore, very important to know what the Constitution 
says. Every good citizen should read it carefully. Be- 
sides, some day you will take an active part in our govern- 
ment, and your knowledge of the Constitution will then be 
helpful. 

How the Constitution Was Made. — When the thirteen 
original states became free from Great Britain after the 
Revolutionary War, they had no satisfactory government. 
During the war the states had agreed to a set of laws 
called the Articles of Confederation. But tliese were not 
satisfactory, and as a result the National Government was 
very weak. Under the Articles of Confederation the 
Congress could not levy taxes, and so it was unable to 

179 



180 THE UNITED STATES 

raise any money with which to pay its expenses. It could 
only ask the different states to contribute money. Congress 
could not compel a state or any individual to do anything. 
It could only request the desired action. Can you imagine 
such conditions to-day? 

After a very few years the states found it difficult to 
live in agreement under these laws, and they decided that 
they must make some changes. A Convention was called 
for this purpose in 1787. It met in the old State House in 
Philadelphia, now called Independence Hall. George 
Washington was elected president of the Convention. 

It was soon decided that it was better to give up the 
Articles of Confederation entirely and to prepare a new 
Constitution. The Convention agreed to form a govern- 
ment with three departments: one to make the laws, or the 
legislative: one to enforce the laws, or the executive; and 
the third to settle disputes about the laws and punish law- 
breakers, or the judicial. 

The proceedings of the Convention did not run very 
smoothly, as, indeed, was to be expected. Before the 
delegates could agree upon the details of the Constitution, 
they had to make three great compromises: 

1. The large states wished to elect Congressmen, or law- 
makers, according to population. If a state were large, 
it should have many Congressmen; if it were small, it 
should have few. The small states said this was not fair. 
They wished all states to be equally represented and to 
have the same number of Congressmen. The Connecticut 
delegates advised that one body of lawmakers should be 
elected by the states according to population. This was 
to be called the House of Representatives. Another body, 
the Senate, should have two men from each state. These 
two bodies together could make the laws and thus both 
the large and the small states could be suited. This was 
agreed to. 



THE CONSTITUTION OF THE UNITED STATES 181 

2. In counting the people to decide how many Congress- 
men a state should have, ought slaves to be counted? The 




Copyright, Etving Galloway 

Independence Hall, the Birthplace of the Constitution 

states that had slaves naturally said, ''Yes." The others 
said, "No." After considerable debating the delegates 
agreed to count all the free people and three-fifths of the 
slaves. 



182 THE UNITED STATES 

3. The states that manufactured goods to sell in other 
countries did not wish Congress to have the power to tax 
the goods that they exported for sale. The farmers of the 
Southern States wished Congress to have the power to 
levy such a tax. The Southern States also desired the 
right to import slaves from Africa. The Northern States 
strongly opposed this. It was finally agreed that for 
twenty years people who wanted slaves could import them 
and that goods exported should never be taxed. 

There were many other compromises on smaller points. 
In September, 1787, the Constitution was approved by the 
Congress, and it was then sent for approval to the different 
states. If nine of the thirteen states voted for it, the 
Constitution would become a law and those nine states 
would form a Union. In about a year eleven states had 
ratified it, and the Union was formed. North Carolina 
joined the Union a few weeks later. Rhode Island joined 
about three years afterwards. The Constitution went into 
effect on the first Wednesday in March, 1789. All the 
thirteen original states were soon in the Union, and the 
Constitution was the supreme law for them all. 

Some of the men who helped to frame the Constitution 
were George Washington, Benjamin Franklin, Alexander 
Hamilton, and James Madison. 

Every citizen of this country should know by heart the 
preamble to the Constitution, which gives the reasons why 
it was found necessary to adopt such a plan of government 
as it provides for. 

Amendments to the Constitution. — The Constitution 
provides that changes may be made in it or additions made 
to it by proper steps at any time. An amendment must 
first be passed by two-thirds of the members of both 
branches of Congress, or by a convention summoned on 
application of the legislatures of two-thirds of the states. 
Then three-fourths of the states in the Union, through 



THE CONSTITUTION OF THE UNITED STATES 183 

their legislatures or special conventions, must accept the 
amendment before it becomes a part of the Constitution. 

Ten such additions were made to the Constitution very- 
soon after the Government was organized. One more was 
made in 1798, and another in 1804. After the close of the 
Civil War three other amendments were added in order 
to prevent any more slavery in the United States and to 
give colored citizens the same rights tliat white citizens 
have. 

In 1913 the Sixteenth Amendment was added. This gave 
Congress the power to lay and collect taxes on incomes. 
In accordance with this amendment Congress passed a law 
putting a tax upon all incomes of more than $1,000 a year 
for an unmarried person, or more than $2,500 for a married 
man living with his wife, or a married woman living with 
her husband, whose total income is less than $5,000. For 
those married persons with larger incomes the exemption 
is only $2,000. Persons having children or some other 
dependents to support are exempt from tax on $400 addi- 
tional income for each dependent. 

During the same year the Seventeenth Amendmeiit be- 
came a part of the Constitution. This provided that 
United States Senators should be elected by the direct 
vote of the people. Before 1913 they were elected by the 
state legislatures. 

In January, 1920, the Eighteenth Amendment was 
adopted, prohibiting the manufacture, sale, or transporta- 
tion of intoxicating liquors. The Nineteenth Amendment, 
adopted the same year, granted women the same right to 
vote that men have. 

It is a very difficult thing to add an amendment to the 
United States Constitution. It is over a hundred years 
since the adoption of the Constitution, yet only nineteen 
amendments have been added to it. 



184 



THE UNITED STATES 



Constitution 

constitutional 

Confederation 

ratified 

income 

prohibiting 



Word Drill 

Congress 

unconstitutional 

convention 

preamble 

dependent 

intoxicating 



satisfactory 

supreme 

delegate 

legislature 

amendment 

colored 



Review Exercises 

1. Wliat is the Government of the United States? 

2. What is the Constitution ? 

3. Is the Constitution necessary? Why? 

4. When was it adopted? 

5. W^ho helped to frame the Constitution ? 

6. "What is an amendment to the Constitution? 

7. How many amendments are there? 

8. How may the Constitution be amended ? 

9. Have you read the Constitution? 

10. What does the Constitution say about religion? 

11. What protection does it give to a person accused of crime? 



CONSTITUTION 

OF THE 

UNITED STATES OF AMERICA 

We, the People of the United States, in order to form a more 
perfect union, establish justice, insure domestic tranquility, 
provide for the common defence, promote the general welfare, 
and secure the blessings of liberty to ourselves and our 
posterity, do ordain and establish this Constitution for the 
United States of America. 

ARTICLE I 

Section 1. All legislative powers herein granted shall be 
vested in a Congress of the United States, which shall consist 
of a Senate and House of Representatives. 

Section 2, The House of Representatives shall be composed 
of members chosen every second year by the people of the 
several States, and the electors in each State shall have the 
qualifications requisite for electors of the most numerous branch 
of the State Legislature. 

No person shall be a Representative who shall not have 
attained to the age of twenty-five years, and been seven years 
a citizen of the United States, and who shall not, when elected, 
be an inhabitant of that State in which he shall be chosen. 

Representatives and direct taxes shall be apportioned among 
the several States which may be included within this union, 
according to their respective numbers, which shall be determined 
by adding to the whole number of free persons, including those 
bound to service for a term of years, and excluding Indians 
not taxed, three-fifths of all other persons. The actual enumera- 
tion shall be made within three years after the first meeting 
of the Congress of the United States, and within every subse- 
quent term of ten years, in such manner as they shall by law 
direct. The number of Representatives shall not exceed one 
for every thirty thousand, but each State shall have at least 

185 



186 THE UNITED STATES 

one Representative; and until such enumeration shall be made, 
the State of New Hampshire shall be entitled to choose three, 
Massachusetts eight, Rhode Island and Providence Plantations 
one, Connecticut five, New York six, New Jersey four, Penn- 
sylvania eight, Delaware one, Maryland six, Virginia ten. North 
Carolina five. South Carolina five, and Georgia three. 

When vacancies happen in the representation from any 
State, the executive authority thereof shall issue writs of elec- 
tion to fill such vacancies. 

The House of Representatives shall choose their Speaker 
and other officers, and shall have the sole power of impeach- 
ment. 

Section 3. The Senate of the United States shall be composed 
of two Senators from each State, chosen by the Legislature 
thereof, for six years; and each Senator shall have one vote. 

Immediately after they shall be assembled in consequence of 
the first election, they shall be divided as equally as may be 
into three classes. The seats of the Senators of the first class 
shall be vacated at the expiration of the second year, of the 
second class at the expiration of tlie fourth year, and of the 
third class at the expiration of the sixth year, so that one-third 
maj^ be chosen every second year; and if vacancies happen by 
resignation, or otherwise, during the recess of the Legislature 
of any State, the Executive thereof may make temporary ap- 
pointments until the next meeting of the Legislature, which 
shall then fill such vacancies. 

No person shall be a Senator who shall not have attained to 
the age of thirty years, and been nine years a citizen of the 
United States, and who shall not, when elected, be an inhabitant 
of that State for which he shall be chosen. 

The Vice President of the United States' shall be President 
of the Senate, but shall have no vote, unless they be equally 
divided. 

The Senate shall choose their other officers, and also a President 
pro tempore, in the absence of the Vice President, or when he 
shall exercise the office of President of the United States. 

The Senate shall have the sole power to try all impeachments. 
When sitting for that purpose, they shall be on oath or affirma- 
tion. When the President of the United States is tried, the 
Chief Justice shall preside: And no person shall be convicted 
without the concurrence of two-thirds of the members present. 

Judgment in cases of impeachment shall not extend further 



THE CONSTITUTION OF THE UNITED STATES 187 

than to removal from oflfiee, and disqualification to hold and 
enjoy any office of honor, trust or profit under the United 
States : but the party convicted shall nevertheless be liable and 
subject to indictment, trial, judgment and punishment, accord- 
ing- to law. 

Section 4. The times, places and manner of holding elections 
for Senators and Representatives shall be prescribed in each 
State by the Legislature thereof; but the Congress may at any 
time by law make or alter such regulations, except as to the 
places of choosing Senators. 

The Congress shall assemble at least once in every year, and 
Kuch meeting shall be on the first Monday in December, unless 
they shall by law appoint a different day. 

Section 5. Each House shall be the judge of the elections, 
returns and qualifications of its own members, and a majority 
of each shall constitute a quorum to do business; but a smaller 
number may adjourn from day to day, and may be authorized 
to compel the attendance of absent members, in such manner, 
and under such penalties as each House may provide. 

Each House may determine the rules of its proceedings, 
punish its members for disorderly behavior, and, with the con- 
currence of two-thirds, expel a member. 

Each House shall keep a journal of its proceedings, and from 
time to time publish the same, excepting such parts as may 
in their judgment require secrecy; and the yeas and nays of 
the members of either House on any question shall, at the 
desire of one-fifth of those present, be entered on the Journal. 

Neither House, during the session of Congress, shall, without 
the consent of the other, adjourn for more than three days, 
nor to any other place than that in which the two Houses shall 
be sitting. 

Section 6. The Senators and Representatives shall receive a 
compensation for their services, to be ascertained by law, and 
paid out of the Treasury of the United States. They shall in 
all cases, except treason, felony and breach of the peace, be 
privileged from arrest during their attendance at the session 
of their respective Houses, and in going to and returning from 
the same; and for any speech or debate in either House, they 
shall not be questioned in any other place. 

No Senator or Representative shall, during the time for 
which he was elected, be appointed to any civil office under 
the authority of the United States, which shall have been 



188 THE UNITED STATES 

created, or the emoluments whereof shall have been increased 
during such time; and no person holding any office under the 
United States shall be a member of either House during his 
continuance in office. 

Section 7. All bills for raising revenue shall originate in the 
House of Representatives; but the Senate may propose or con- 
cur with amendments as on other bills. 

Every bill which shall have passed the House of Rei^resenta- 
tives and the Senate shall, before it become a law, be presented 
to the President of the United States; if he approve he shall 
sign it, but if not he shall return it, with his objections to that 
House in which it shall have originated, who shall enter the 
objections at large on their journal, and proceed to reconsider 
it. If after such reconsideration two-thirds of that House shall 
agree to pass the bill, it shall be sent, together Avith the objec- 
tions, to the other House, by which it shall likewise be recon- 
sidered, and if ajoproved by two-thirds of that House, it shall 
become a law. But in all such cases the votes of both Houses 
shall be determined by yeas and nays, and the names of the 
persons voting for and against the bill shall be entered on the 
journal of each House respectively. If any bill shall not be 
returned by the President Avithin ten daj's (Sundays excepted) 
after it shall have been presented to him, the same shall be a 
law, in like manner as if he had signed it, unless the Congress 
by their adjournment jirevent its retui-n, in which case it shall 
not be a law. 

Every order, resolution, or vote to which the concurrence of 
the Senate and House of Rejiresentatives may be necessary 
(except on a question of adjournment) shall be presented to 
the President of the United States; and before the same shall 
take effect, shall be approved by him, or being disapproved by 
him, shall be repassed by two-thirds of the Senate and House 
of Representatives, according to the rules and limitations 
prescribed in the case of a bill. 

Section 8. The CongTess shall have power to lay and collect 
taxes, duties, imposts and excises, to pay the debts and provide 
for the common defence and general welfare of the United 
States; but all duties, imjiosts and excises shall be uniform 
throughout the United States ; 

To borrow money on the credit of the United States; 

To regulate commerce with foreign nations, and among the 
several States, and with the Indian tribes; 



THE CONSTITUTION OF THE UNITED STATES 189 

To establish an uniform rule of naturalization, and uniform 
laws on the subject of bankruptcies throughout the United 
States; 

To coin money, regulate the value thereof, and of foreign 
coin, and fix the standard of weights and measures; 

To provide for the punishment of counterfeiting the securi- 
ties and current coin of the United States; 

To establish post offices aad post roads; 

To promote the progress of science and useful arts, by secur- 
ing for limited times to authors and inventors the exclusive 
right to their resjiective writings and discoveries ; 

To constitute tribunals inferior to the Supreme Court ; 

To define and launish piracies and felonies committed on the 
high seas, and offenses against the law of nations; 

To declare war, grant letters of marque and reprisal, and 
make rules concerning captures on land and water; 

To raise and support armies, but no ajipropriation of money 
to that use shall be for a longer term than two years ; 

To i^rovide and maintain a navy; 

To make rules for the government and regulation of the 
land and naval forces; 

To provide for calling forth the militia to execute the laws 
of the union, suppress insurrections and repel invasions; 

To provide for organizing, arming, and disciplining the 
militia, and for governing such part of them as may be employed 
in the service of the United States, reserving to the States 
respectively, the appointment of the officers, and the authority' 
of training the militia according to the discipline prescribed by 
Congress ; 

To exercise exclusive legislation in all cases whatsoever, over 
such district (not exceeding ten miles square) as may, by cession 
of particular States, and the acceptance of Congress, become 
the seat of the government of the United States, and to exercise 
like authority over all places purchased by the consent of the 
Legislature of the State in Avhich the same shall be, for the 
erection of forts, magazines, arsenals, dock-yards, and other 
needful buildings ; — and 

To make all laws which shall be necessary and proper for 
carrying into execution the foregoing powers, and all other 
powers vested by this Constitution in the Government of the 
United States, or in any department or officer thereof. 

Section 9. The migration or importation of such persons as 



190 THE UNITED STATES 

any of the States now existing- shall think proper to admit, 
shall not be i)rohibited by the Congress prior to the year one 
thousand eight hundred and eight, but a tax or duty may be 
imposed on such importation, not exceeding ten dollars for 
each person. 

The privilege of the writ of habeas corpus shall not be sus- 
pended, unless when in cases of rebellion or invasion the public 
safety may require it. 

No bill of attainder or ex post facto law shall be passed. 

Ko capitation, or other direct, tax shall be laid, unless in 
proportion to the census or enumeration herein before directed 
to be taken. 

No tax or duty shall be laid on articles exported from any 
State. 

No preference shall be given by any regulation of commerce 
or revenue to the ports of one State over those of another: 
nor shall vessels bound to, or from, one State be obliged to 
enter, clear, or pay duties in another. 

No money shall be drawn from the treasury but in consequence 
of appro])riations made by law ; and a regular statement and 
account of the receipts and expenditures of all public money 
shall be published from time to time. 

No title of nobility shall be granted by the United States; 
And no person holding any office of profit or trust under them 
shall, without the consent of the Congress, accept of any 
]iresent, emolument, office, or title, of any kind whatever, from 
any king, prince, or foreign state. 

Section 10. No State shall enter into any treaty, alliance, or 
confederation ; grant letters of marque and reprisal ; coin money ; 
emit bills of credit ; make any thing but gold and silver coin :i 
tender in payment of debts; pass any bill of attainder, ex post 
facto law, or law impaii'ing the obligation of contracts, or grant 
any title of nobility. 

No State shall, without the consent of the Congress, lay any 
imposts or duties on imports or exports, except what may be 
absolutely necessary for executing its inspection laws: and 
the net produce of all duties and imposts, laid by any State on 
imports or exports, shall be for the use of the Treasury of the 
United States ; and all such laws shall be subject to the revision 
and control of the Congress. 

No State shall, without the consent of Congress, lay any 
duty of tonnage, keep troops or ships of war in time of peace, 



THE CONSTITUTION OF THE UNITED STATES 191 

enter into any agreement or compact with another State or 
with a foreign power, or engage in war, unless actually invaded, 
or in such imminent danger as will not admit of delay. 

ARTICLE II 

Section 1. The executive power shall be vested in a President 
of the United States of America. He shall hold his ottice 
during the term of four years, and, together with the Vice- 
President, chosen for the same term, be elected, as follows : 

Each State shall appoint, in such manner as the Legislature 
thereof may direct, a number of electors, equal to the whole 
number of Senators and Representatives to which the State 
may be entitled in the Congi-ess : but no Senator or Representa- 
tive, or person holding an office of trust or profit under the 
United States, shall be appointed an elector. 

The electors shall meet in their respective States, and vote 
by ballot for two persons, of whom one at least shall not be an 
inhabitant of the same State with themselves. And they shall 
make a list of all the persons voted for, and of the number of 
votes for each ; which list they shall sign and certify, and 
transmit sealed to the seat of the government of the United 
States, directed to the President of the Senate. The President 
of the Senate shall, in the presence of the Senate and House 
of Representatives, open all the certificates, and the votes shall 
then be counted. The person having the greatest number of 
votes shall be the President, if such number be a majority of 
the whole number of electors appointed; and if there be more 
than one who have euch majority, and have an equal number 
of votes, then the House of Representatives shall immediately 
choose by ballot one of them for President ; and if no person 
have a majority, then from the five highest on the list the said 
House shall in like manner choose the President. But in 
choosing the President, the votes shall be taken by States, the 
representation from each State having one vote; a quorum 
for this purpose shall consist of a member or members from 
two-thirds of the States, and a majority of all the States shall 
be necessary to a choice. In every case, after the choice of 
the President, the person having the greatest number of votes 
of the electors shall be the Vice-President. But if there should 
remain two or more who have equal votes, the Senate shall 
choose from them bv ballot the Vice-President. 



192 THE UNITED STATES 

The Congress may determine the time of choosing the 
electors, and the day on which they shall give their votes; 
which day shall be the same throughout the United States. 

No person except a natural-born citizen, or a citizen of the 
United States at the time of the adoption of this Constitution, 
shall be eligible to the office of President ; neither shall any 
person be eligible to that office who shall not have attained 
to the age of thirty-five years, and been foiirteen years a 
resident within the United States. 

In case of the removal of the President from office, or of 
his death, resignation, or inability to discharge the powers and 
duties of the said office, the same shall devolve on the Vice- 
President, and the Congress may by law provide for the case 
of removal, death, resignation or inability, both of the President 
and Vice-President, declaring what officer shall then act as 
President, and such officer shall act accordingly, until the dis- 
ability be removed, or a President shall be elected. 

The President shall, at stated times, receive for his services 
a compensation, which shall neither be increased nor diminished 
during the period for which he shall have been elected, and 
he shall not receive within that period any otlier emolument 
from the United States, or any of them. 

Before he enter on the execution of his office, he shall take 
the following oath or affirmation: — "I do solemnly swear (or 
affirm) that I will faithfully execute the Office of President 
of the United States, and will to the best of my ability, pre- 
serve, protect and defend the Constitution of the United 
States." 

Section 2. The President shall be commander-in-chief of the 
army and navy of the United States, and of the militia of the 
several States, when called into the actual service of the United 
States; he may require the opinion in writing of the principal 
officer in each of the executive departments upon any subject 
relating to the duties of their respective offices, and he shall 
have 7iower to grant reprieves and pardons for offenses against 
the United States, except in cases of impeachment. 

He shall have power, by and with the advice and consent 
of the Senate, to make treaties, provided two-thirds of the 
Senators present eoncur; and he shall nominate, and by and 
with the advice and consent of the Senate, shall appoint am- 
bassadors, other public ministers and consuls, judges of the 
Supreme Court, and all other officers of the United States 



THE CONSTITUTION OF THE UNITED STATES 193 

whose appointments are not liercin otherwise provided for, and 
which shall be established by law; but the Congress may by 
law vest the appointment of such inferior officers as they think 
proper in the President alone, in the courts of law, or in the 
heads of departments. 

The President shall have power to fill up all vacancies that 
may happen during the recess of the Senate, by granting com- 
missions which shall expire at the end of their next session. 

Section 3. He shall from time to time give to the Congress 
information of the state of the union, and recommend to their 
consideration such measures as he shall judge necessary and 
expedient ; he may, on extraordinary occasions, convene both 
Houses, or either of them, and in case of disagreeinent between 
them with respect to the time of adjournment, he may adjourn 
them to such time as he shall think proper; he shall receive 
ambassadors and other public ministers; he shall take care 
that the laws be faithfully executed, and shall commission all 
the officers of the United States. 

Section 4. The President, Vice-President and all civil officers 
of the United States, shall be removed from office on impeach- 
ment for, and conviction of, treason, bribery, or other high 
crimes and misdemeanors. 

ARTICLE III 

Section 1. The judicial power of the United States shall be 
vested in one Supreme Court, and in such inferior courts as 
the Congress may from time to time ordain and establish. The 
judges, both of the Supreme and inferior courts, shall hold 
their offices during good behaviour, and shall, at stated times, 
receive for their services a compensation which shall not be 
diminished during their continuance in office. 

Section 2. The judicial power shall extend to all cases, in law 
and equity, arising under this Constitution, the laws of the 
United States, and treaties made, or which shall be made, under 
their authority ; — to all cases affecting ambassadors, other 
public ministers and consuls ; — to all cases of admiralty and 
maritime jurisdiction ; — to controversies to which the United 
States shall be a party ; — to controversies between two or more 
States; — between a State and citizens of another State; — be- 
tween citizens of different States; — between citizens of the 
same State claiming lands under grants of different States, and 



194 THE UNITED STATES 

between a State, or the citizens thereof, and foreign States, 
citizens or subjects. 

In all cases affecting ambassadors, other public ministers and 
consuls, and those in which a State shall be party, the Supreme 
Court shall have original jurisdiction. In all the other cases 
before mentioned, the Supreme Court shall have appellate juris- 
diction, both as to law and fact, with such exceptions and 
under such regulations as the Congress shall make. 

The trial of all crimes, except in cases of impeachment, shall 
be by jury; and such trial shall be held in the State where 
the said crimes shall have been committed ; but when not com- 
mitted within any State, the trial shall be at such place or 
places as the Congress may by law have directed. 

Section 3. Treason against the United States shall consist 
only in levying war against them, or in adhering to their 
enemies, giving them aid and comfort. No person shall be 
convicted of treason unless on the testimony of two witnesses 
to the same overt act, or on confession in open court. 

The Congress shall have power to declare the punishment of 
treason, but no attainder of treason shall work corruption of 
blood, or forfeiture except during the life of the person 
attainted. 

ARTICLE IV 

Section 1. Full faith and credit shall be given in each State 
to the public acts, records, and judicial proceedings of every 
other State. And the Congress may by general laws prescribe 
the manner in which such acts, records and proceedings shall 
be proved, and the effect thereof. 

Section 2. The citizens of each State shall be entitled to all 
privileges and immunities of citizens in the several States. 

A person charged in any State with treason, felony, or other 
crime, who shall flee from justice, and be found in another 
State, shall oia demand of the executive authority of the State 
from which he fled, be delivered up, to be removed to the State 
having jurisdiction of the crime. 

No person held to service or labor in one State, under the 
laws thereof, escaping into another, shall, in consequence of 
any laAV or regulation therein, be discharged from such service 
or labor, but shall be delivered up on claim of the party to 
whom such service or labor may be due. 



1 



THE CONSTITUTION OF THE UNITED STATES 195 

Section 3. New States may be admitted by the Conpross into 
this Union; but no new State shall be formed or erected within 
the jurisdiction of any other State; nor any State be formed 
by the junction of two or more States, or parts of States, with- 
out the consent of the Legislatures of the States concerned as 
well as of the Congress, 

The Congress shall have power to dispose of and make all 
needful rules and regulations respecting the territory or other 
property belonging to the United States; and nothing in this 
Constitution shall be so construed as to prejudice any claims 
of the United States, or of any particular State. 

Section 4. The United States s'hall guarantee to every State 
in this union a republican form of government ; and shall 
protect each of them against invasion ; and on application of 
the Legislature, or of the Executive (when the Legislature can- 
not be convened) against domestic violence. 

ARTICLE V 

The Congress, whenever two-thirds of both Houses shall 
deem it necessary, shall propose amendments to this Constitu- 
tion, or, on the application of the Legislatures of two-thirds 
of the several States, shall call a convention for proposing 
amendments, which, in either case, shall be valid to all intents 
and purposes, as part of this Constitution, when ratified by 
the Legislatures of three-fourths of the several States, or by 
conventions in three-fourths thereof, as the one or the other 
mode of ratification may be proposed by the Congress ; provided 
that no amendment which may be made prior to the year one 
thousand eight hundred and eight shall in any manner affect 
the first and fourth clauses in the ninth section of the first 
article ; and that no State, without its consent, shall be deprived 
of its equal suffrage in the Senate. 

ARTICLE VI 

All debts contracted and engagements entered into, before 
the adoption of this Constitution, shall be as valid against the 
United States under this Constitution, as under the Confedera- 
tion. 

This Constitution, and the laws of the United States which 
shall be made in pursuance thereof, and all treaties made, or 



196 THE UNITED STATES 

which shall be made, under the authority of the United States, 
shall be the supreme law of the land; and the judges in every 
State shall be bound thereby, any thing in the Constitution or 
laws of any State to the contrary notwithstanding. 

The Senators and Representatives before mentioned, and the 
members of the several State Legislatures, and all executive 
and judicial officers, both of the United States and of the 
several States, shall be bound by oath or affirmation, to support 
this Constitution ; but no religious test shall ever be required 
as a qualification to any office or public trust under the United 
States. 

ARTICLE VII 

The ratification of the conventions of nine States shall be 
sufficient for the establishment of this Constitution between 
the States so ratifying the same. 

Done in Convention by the unanimous consent of the States 
present the seventeenth day of SeiJtcmber in the year of our 
Lord one thousand seven hundred and eighty-seven and of 
the Independence of the United States of America the 
twelfth. In Witness whereof we have hereunto subscribed 
our names. 

[Signed by] Go. Washington. 

Presidt and deputy from Virginia 
(and by thirty-nine delegates) 



Articles in Addition To, and Amendment Of, the Constitu- 
tion OF the United States of America, Proposed by 
Congress, and Ratified by the Legislatures of the 
Several States, Pursuant to the Fifth Article of the 
Original Constitution 



Congress shall make no law respecting an establishment of 
religion, or prohibiting the free exercise thereof; or abridging 
the freedom of speech, or of the press; or the right of the 
people peaceably to assemble, and to petition the government 
for a redress of grievances. 



THE CONSTITUTION OF THE UNITED STATES 197 



II 

A well regulated militia being necessary to the security of 
a free state, the right of the people to keep and bear arms 
sliall not be infringed. 

Ill 

No soldier shall, in time of peace, be quartered in any house, 
without the consent of the owner, nor in time of war, but iu 
a manner to be prescribed by law. 

IV 

The right of the people to be secure in their persons, houses, 
papers, and effects, against unreasonable searches and seizures, 
shall not be violated, and no warrants shall issue, but upon 
probable cause, supported by oath or affirmation, and particu- 
larly describing the place to be searched, and the persons or 
things to be seized. 



No person shall be held to answer for a capital, or otherwise 
infamous crime, unless on a presentment or indictment of a 
grand jury, except in cases arising in the land or naval forces, 
or in the militia, when in actual service in time of war or 
public danger; nor shall anj^ person be subject for the same 
offence to be twice put in jeopardy of life or limb; nor shall 
be compelled in any criminal case to be a witness against him- 
self, nor be deprived of life, liberty, or property without due 
process of law; nor shall private property be taken for i)ublic 
use, without just compensation. 

VI 

In all criminal prosecutions, the accused shall enjoy the right 
to a speedy and public trial, by an impartial jury of the State 
and district wherein the crime shall have been committed, which 
district shall have been previously ascertained by law, and to 
be informed of the nature and cause of the accusation; to bo 
confronted with the witnesses against him; to have compulsory 
])rocess for obtaining witnesses in his favor, and to have the 
assistance of counsel for his defence. 



198 THE UNITED STATES 



VII 



In suits at common law, where the value in controversy shall 
exceed twenty dollars, the right of trial by jury shall be pre- 
served, and no fact tried by a jury shall be otherwise re- 
examined in any court of the United States than according to 
the rules of the common law. 

VIII 

Excessive bail shall not be required, nor excessive fines im- 
posed, nor cruel and unusual punishments inflicted. 

IX 

The enumeration in the Constitution of certain rights shall 
not be construed to deny or disparage others retained by the 
people. 



The powers not delegated to the United States by the Con- 
stitution, nor prohibited by it to the States, are reserved to 
the States respectively, or to the people. 

XI 

The judicial power of the United States shall not be con- 
strued to extend to any suit in law or equity, commenced or 
prosecuted against one of the United States by citizens of 
another State, or by citizens or subjects of any foreign state. 

XII 

The electors shall meet in their respective states and vote 
by ballot for President and Vice-President, one of whom, at 
least, shall not be an inhabitant of tlie same state with them- 
selves; they shall name in their ballots the person voted for 
as President, and in distinct ballots the person voted for as 
Vice-President, and they shall make distinct lists of all persons 
voted for as President, and of all persons voted for as Vice- 
President, and of the nnmber of votes for each, which lists 
they shall sign and certify, and transmit sealed to the seat of 
the government of the United States, directed to the President 



THE CONSTITUTION OF THE UNITED STATES 199 

of the Senate; — The President of the Senate shall, in presence 
of the Senate and House of Representatives, open all the 
certificates and the votes shall then be counted; — The person 
having the greatest number of votes for President shall be 
the President, if such number be a majority of the whole 
number of electors appointed; and if no person have such 
majority, then from the persons having the highest numbers 
not exceeding three on the list of those voted for as President, 
the House of Representatives shall choose immediately, by ballot, 
the President. But in choosing the President, the votes shall 
be taken by States, the representation from each State havin^ 
one vote; a quorum for this purpose shall consist of a member 
or members from two-thirds of the States, and a majority of 
all the States shall be necessary to a choice. And if the House 
of Representatives shall not choose a President whenever the 
right of choice shall devolve upon them, before the fourth day 
of March next following, then the Vice-President shall act as 
President, as in the ease of the death or other constitutional 
disability of the President. — The person having the greatest 
Bumber of votes as Vice-President shall be the Vice-President, 
if such number be a majority of the whole number of electors 
appointed, and if no person have a majority, then from the 
two highest numbers on the list, the Senate shall choose the 
Vice-President ; a quorum for the purpose shall consist of two- 
thirds of the whole number of Senators, and a majority of the 
whole number shall be necessary to a choice. But no person 
constitutionally ineligible to the office of President shall be 
eligible to that of Vice-President of the United States. 

XIII 

Section 1. Neither slavery nor involuntary servitude, except 
as a punishment for crime whereof the party shall have been 
duly convicted, shall exist within the United States, or any 
place subject to their jurisdiction. 

Section 2. CongTess shall have power to enforce this article 
by appropriate legislation. 

XIV 

Section 1. All persons born or naturalized in the United 
States, and subject to the jurisdiction thereof, are citizens of 
the United States and of the State wherein they reside. No 



200 THE UNITED STATES 

State shall make or enforce any law which shall abridpje the 
l)rivileges or immunities of citizens of the United States; nor 
shall any State deprive any person of life, liberty, or property, 
without due process of law; nor deny to any person within its 
jurisdiction the equal protection of the laws. 

Section 2. Representatives shall be apportioned among the 
several States according to their respective numbers, counting 
the whole number of persons in each state, excluding Indians 
not taxed. But when the right to vote at any election for the 
choice of electors for President and Vice-President of the 
United States, Representatives in Congress, the executive and 
judicial officers of a State, or the members of the Legislature 
thereof, is denied to any of the male inhabitants of such State, 
being twenty-one years of age, and citizens of the United States, 
or in any way abridged, except for participation in rebellion, 
or other crime, the basis of representation therein shall be 
reduced in the proportion which the number of such male 
citizens shall bear to the whole number of male citizens twenty- 
one years of age in such State. 

Section 3. No i^erson shall be a Senator or Representative in 
Congress, or elector of President and Vice-President, or hold 
any office, civil or military, under the United States, or under 
any State, who, having previously taken an oath, as a member 
of Congress, or as an officer of the United States, or as a 
member of any State legislature, or as an executive or judicial 
officer of any State, to support the Constitution of the United 
States, shall have engaged in insurrection or rebellion against 
the same, or given aid or comfort to the enemies thereof. But 
Congress may, by a vote of two-thirds of each House, remove 
such disability. 

Section 4. The validity of the public debt of the United States, 
authorized by law, including debts incurred for payment of 
pensions and bounties for services in suppressing insurrection 
or rebellion, shall not be questioned. But neither the United 
States nor any State shall assume or pay any debt or obligation 
incurred in aid of insurrection or rebellion against the United 
States, or any claim for the loss or emancipation of any slave; 
but all such debts, obligations and claims shall be held illegal 
and void. 

Section 5. The Congress shall have i^ower to enforce, by ap- 
propriate legislation, the provisions of this article. 



I 



THE CONSTITUTION OF THE UNITED STATES 201 



XV 

Section 1. The right of citizens of the United States to vote 
shall not be denied or abridged by the United States or by any 
State on account of race, color, or previous condition of 
servitude. 

Section 2. The Congress shall have power to enforce this 
article by appropriate legislation. 

XVI 

The Congress shall have power to lay and collect taxes on 
incomes, from whatever source derived, without apportionment 
among the several States, and without regard to any census or 
enumeration. 

XVII 

The Senate of the United States shall be composed of two 
Senators from each State, elected by the people thereof, for 
six years ; and each Senator shall have one vote. The electors 
in each State shall have the qualifications requisite for electors 
of the most numerous branch of the State Legislature. 

When vacancies happen in the representation of any State 
in the Senate, the executive authority of such State shall issue 
writs of election to fill such vacancies : Provided, That the Legisla- 
ture of any State may empower the executive thereof to make 
temporary appointments until the people fill the vacancies by 
election as the Legislature may direct. 

This amendment shall not be so construed as to affect the 
election or term of any Senator chosen before it becomes valid 
as part of the Constitution. 

XVIII 

Section 1. After one year from the ratification of this article 
the manufacture, sale, or transportation of intoxicating liquors 
within, the importation thereof into, or the exportation thereof 
from the United States and all territory subject to the juris- 
diction thereof, for beverage purposes is hereby prohibited. 

Section 2. The Congress and the several States shall have con- 
current power to enforce this article by appropriate legislation. 



202 THE UNITED STATES 

Section 3, This article shall be inoperative unless it sliall have 
been ratified as an amendment to the Constitution by the 
legislatures of the several States, as provided in the Constitu- 
tion, within seven years from the date of the submission hereof 
to the States by the Congress. 

XIX 

The right of citizens of the United States to vote shall not 
be denied or abridged by the United States or by any State 
on account of sex. 

Congress shall have power to enforce this article by appro- 
priate legislation. 



CHAPTER II 

THE LEGISLATIVE DEPARTMENT 

The Congress. — The Legislative Department of the 
United States Cxovernment is the Congress, which consists 
of a Senate and a House of Representatives. Both branches 
hold their sessions to make laws in the Capitol in the city 
of Washington. 

The House of Representatives. — The people vote for 
members of the House of Representatives every two years. 
A Representative must be at least twenty-five years old, 
must have been' a citizen of the United States for seven 
years or more, and must have his home in the state from 
which he is elected. 

The number of Representatives that a state has depends 
upon the population of that state. Every ten years a 
census is taken, that is, the people are counted. Then 
Congress decides how many Representatives there shall 
be and divides the number of people by the number of 
Representatives. The result tells how many people there 
must be for each Representative, and thus each state is 
told how many to vote for. Prior to the census of 1920 
there were 435 members of the House of Representatives. 

Each state is divided into as many Congressional dis- 
tricts as it has Representatives, and the people of 
each district elect one. No matter how few people live in 
a state, it must have at least one Representative in 
Congress. 

The election is held on the Tuesday after the first Mon- 
day in November in the even years, as 1922, 1924, etc. 

203 



204 



THE UNITED STATES 



Representatives take office on the 4th of March of the 
odd year after they are elected and continue to hold office 
until the 4th of March of the next odd year. When a 
Kepresentative dies or resigns or there is a vacancy for 
any other reason, the governor of the state orders a special 
election to choose another to fill the place. The Represen- 
tatives choose their own officers. Their president is called 
the Speaker of the House. 

The following table shows the number of Representatives 
now sent to Congress by each state : 



Alabama 10 

Arizona 1 

Arkansas 7 

California 11 

Colorado 4 

Connecticut 5 

Delaware 1 

Florida 4 

Georgia 12 

Idaho 2 

Illinois 27 

Indiana 13 

Iowa 11 

Kansas 8 

Kentucky 11 

Louisiana 8 

Maine 1 

Maryland 6 

Massachusetts 16 

Michigan 13 

Minnesota 10 

Mississippi 8 

Missouri 16 

Montana 2 

Total 



Nebraska 6 

Nevada 1 

New Hampshire 2 

New Jersey 12 

New Mexico 1 

New York 43 

North Carolina 10 

North Dakota 3 

Ohio 22 

Oklahoma 8 

Oregon 3 

Pennsylvania 36 

Rhode Island 3 

South Carolina 7 

South Dakota 3 

Tennessee 10 

Texas 18 

Utah 2 

Vermont 2 

Virginia 10 

Washington 5 

West Virginia 6 

Wisconsin 11 

Wyoming 1 

435 



The Senate. — The Senate of the United States is com- 
posed of two Senators from each state, no matter how 
large or how small the state may be. The Senators are 



THE LEGISLATIVE DEPARTMENT 205 

elected by the voters of the forty-eight states, and liold 
office for a term of six years. There are ninety-six 
Senators. Their terms are so arranged that one-third of 
them go out of office every two years. This plan makes it 
sure that two-thirds of the Senators will always be men 
who have had experience in the Senate. 

A Senator must be at least thirty years old, and must 
have been a citizen of the United States for nine years or 
more, and must have his home in the state that elects him. 

The Vice-President of the United States is the president 
of the Senate. He has no vote except in ease of a tie. The 
Senators elect the rest of their own officers. They also 
elect one of their own number President pro tempore; he 
presides when the Vice-President is absent. 

Meetings of Congress. — The Constitution says: "The 
Congress shall assemble at least once in every year; and 
such meeting shall be on the first Monday in December, 
unless they shall, by law, appoint a different day. ' ' 

Every two years there is a new Congress. This does not 
mean that all the old Congressmen go home and new men 
come to take their places. It does mean that the states 
elect their Representatives for two years at a time, and 
when the two years are up, the people must elect these 
men again or elect somebody else to fill their places. Also 
every two years one-third of the Senators go out of office, 
and their states must reelect them or elect other men to 
fill their places. 

The House of Representatives has to elect a new set of 
officers for itself every two years ; hence, although a great 
many of the old Congressmen continue in office for many 
years, there are always so many changes at the end of 
each two years that it is right to say that we have a new 
Congress. 

The term of Congress is from the 4th of March of one 
odd year, like 1923 or 1925, to the 4th of March of the 




206 



THE LEGISLATIVE DEPARTMENT 207 

next odd year. During this term Congress has two regular 
sessions. It meets on the first Monday in December of 
the odd year and may continue in session for a whole year, 
if it has business to do for so long a time. This is called 
the long session, though the members usually go home some 
time in the spring or summer. 

The second session begins on the first Monday in Decem- 
ber of the even year and must end by noon on the 4th 
day of the next March, because the Representatives' term 
of office ends then. The term of the new Congress begins 
the moment the old one ends, but the members do not meet 
until the next December, unless there is special business 
for them to do. If there is need for them to meet, the 
President of the United States can call them together 
at any time. Such a meeting is called a special session 
of Congress. 

Memhersliip of Congress. — Sometimes it happens that 
there is a dispute about the election of a Senator or a 
Representative. Two men both think that they have been 
elected to the same office. The Constitution says: "Each 
house shall be the judge of the elections, returns, and 
qualifications of its owii members." So if there is any 
doubt about the election of a Senator, the Senate decides 
whicli person shall have the office. If the dispute is be- 
tween two men who claim to be the Representative of a 
district, the House of Representatives must decide which 
one shall have the office. 

Qi;o/-(fJH.— Neither house can do business unless a 
majority (more than half) of its members are present. 
This is called a quorum. If at any time when either house 
is in session there is not a quorum present, those who are 
present can send for the absentees and compel them to 
come or suffer a penalty. 

Committees of Congress. — No member of Congress can 
have time to examine and find out what ought to be done 



208 THE ITNITED STATES 

witli every piece of business that comes before Congress. 
Committees composed of members, therefore, are appointed 
to assist in the transaction of business. Each committee 
examines one kind of business. There are committees on 
commerce, on agriculture, on revenue (called Ways and 
Means in the House and Finance in the Senate), on foreign 
affairs, on military affairs, on naval affairs, etc. There 
are about sixty such committees in each house. These 
committees report to the rest of Congress and give them 
advice. 

Punishment and Expulsion of Members. — Each house of 
Congress can punish one of its members who is disorderly 
or hinders the rest from doing business in such a way as 
the other members think proper. If a member of either 
house does anything so improper that the rest of the mem- 
bers think he ought not to be in Congress, he may be 
expelled if two-thirds of the members vote against him. 

Freedom of Speech. — Senators and Representatives, 
when tliey are in Congress, have the right to say what 
they believe and tell wOiat they know about any matter 
of business that may come before them. This is an 
important right, for it protects the Congressmen and gives 
them courage to say and to do what they think is right. 

Salaries. — The salaries of Senators and Representatives 
are paid by the United States, not by the states that send 
them to Congress. Each Senator and each Representative 
is paid $7,500 a year and his traveling expenses to and 
from Washington. The Speaker of the House of Represen- 
tatives (and the President pro tempore of the Senate in 
case he becomes permanent President of the Senate) 
receives $12,000 a year. 

It costs a great deal of money to be a Congressman and 
live in Washington. It is said that many Congressmen 
spend much more than their salaries. Their best reward 
is not the money they receive. Thoy enjoy the honor and 



THE LEGISLATIVE DEPARTMENT 209 

happiness that come to them from making good laws to 
help the people. These are more valuable to them than 
tlie money they get. 

IIow Laws Are Made. — Let us see how Congress makes 
a law. Either the Senate or the House may begin the 
process. Suppose that the House begins it. First some 
Representative tells the other members of the House what 
kind of law he desires made and submits a written copy of 
it. This is called introducing a hill. The Speaker of the 
House orders the bill to be printed and sent to the com- 
mittee that has charge of that particular kind of legisla- 
tion. The committee examines the bill and tells the House 
whether it thinks the bill ought to be a law or not. If 
the committee thinks it should be made a law and reports 
it to the House, the bill is then twice read aloud to the 
House, usually on different days. This is to make sure 
that all the members know just what the bill is before 
they vote on it. If they do not like some part of it, they 
can vote to change it. This is called amending a bill. 
After the second reading, when all the amendments have 
been considered, the clerk has the bill printed again. This 
is called engrossing it. The clerk then reads it the third 
and last time. After this the Speaker asks the members 
to vote. Those who wish the bill to be a law vote for it. 
If a majority of the members present vote for it, the bill 
passes the House. Then it goes to the Senate, where the 
same things have to be done again. If it is passed by the 
Senate, the bill is returned to the House and enrolled. 
This means that it is printed on sheepskin, called parch- 
ment. The Speaker of the House and the President of 
the Senate both sign it. Then it is sent to the President 
of the United States. If he approves it, that is, if he thinks 
it ought to be a law, he signs his name to the bill. This 
makes it an act or law. Then the parchment goes to the 
Secretary of State, who puts it away for safekeeping. 




210 



THE LEGISLATIVE DEPARTMENT ^211 

If the bill had started in the Senate, the same things 
would have been done, but the Senators would have done 
their part first, and the members of the House their part 
last. Of course, if either house voted against it, the bill 
could not become a law. 

All bills for the purpose of raising money must be intro- 
duced first in the House of Representatives. All other 
bills may be introduced in either house. 

No bill becomes a law until it has been passed by a 
majority vote of both houses of Congress and been signed 
by the President, except a bill passed over the President's 
veto or a bill kept ten days by the President without 
signature. 

The President's Veto. — After Congress has passed a bill, 
the President of the United States may disapprove it, that 
is, he may think that it ought not to be a law. In that 
case he will not sign his name to it, but will send it back 
to the house of Congress in which it was introduced. With 
it he will send a message telling why he thinks the bill 
ought not to be a law. This rejection by the President is 
called vetoing a bill. 

If two-thirds of the members of each house of Congress 
still think that the bill ought to be a law, they may pass 
it over the President's veto. Two-thirds of the members 
of each house, not merely a majority of those present, 
must vote for the bill this time, or it cannot become a 
law. 

Ten Days for Vetoing Bills. — The Constitution allows 
the President ten days after he receives a bill to decide 
whether he will sign it or not. If he keeps the bill ten 
days while Congress is in session and does not sign it, 
then it becomes a law without his signature. If Congress 
should adjourn and the members go home before the ten 
days are past, the Constitution says that the bill cannot 
become a law unless the President signs it. 



212 THE UNITED STATES 

Powers of Congress. — The following are some of the 
things that Congress can do under the Constitution. It has 
power : 

1. To lay and collect taxes from the people. Except 
in the income tax this is not often done directly unless 
there is a war or some special need for large sums of 
money. 

2. To put a duty or tax on goods brought to this country 
from other countries. This is called an indirect tax. 
Duties are collected at the custom houses when the goods 
are brought to the United States. The Government gets 
a great deal of money from this indirect tax. 

3. To put a tax on tobacco, cigars, and other things 
made for sale in this country. Such a tax is called an 
excise tax. 

4. To borrow money on the credit of the United States 
to pay the expenses of the Government. Congress exer- 
cised this power during the recent World War by issuing 
Liberty bonds for the successful conduct of the war against 
Germany, 

5. To make rules for trading between people who live 
in the United States and people who live in other countries; 
also for trading between people who live in one state and 
those who live in another state of the United States. 

6. To make laws concerning immigration. 

7. To make naturalization laws. These laws tell how men 
and women who have come from other countries to live 
in the United States can be made citizens of this country 
and have the rights and privileges that Americans have. 
Such laws help immigrants and make them want to live 
here. 

8. To make rules for the coining of money. The United 
States Government alone has the right to make gold and 
silver or other metals into money. If everyone were per- 
mitted to coin money, bad men would cheat and make poor 



THE LEGISLATIVE DEPARTMENT 213 

money, and such money would cause a great deal of trouble. 
Congress makes laws to punish any one who tries to coin 
money for himself. Such a person is called a counter- 
feiter. 

9. To make laws for managing post offices and for carry- 
ing the mails from place to place. Most of the money to 
pay the expenses of this work is obtained by selling postage 
stamps. 

10. To issue patents and copyrights to inventors and 
authors. 

11. To declare war on any other country that tries to 
do wrong to the United States. When this is done, Con- 
gress also makes rules for getting soldiers to carry on the 
war and for taking care of them while the war lasts. 

12. To make new states and to tell them on what terms 
they may join the Union. 

Congress can also do a great many other things when 
they are for the good of all the people of the United 
States. To learn what they are, one should read the 
Constitution. 

Sojne Tilings That Congress Cannot Do. — The Constitu- 
tion forbids the following : 

1. Congress cannot pass any law establishing any 
religion, neither can it forbid free worship, freedom of 
speech, or freedom of the press. 

2. Congress cannot make an ex post facto law. This 
means tliat Congress cannot make a law to punish a man 
for what he did before the law was passed. Everybody 
has a right to know what the laws are, and the people 
cannot know beforehand what laws Congress is going to 
pass. Hence, it would be \qyj wrong to punish people 
for what they do unless there is a law against it at the 
time they do it. 

3. Congress cannot put a tax on goods sent from one 
state into another state for sale there. 



214 



THE UNITED STATES 



4. Congress cannot suspend the writ of habeas corpus 
except in time of war. This means that a man who is 
arrested for crime cannot be put in jail and kept there a 
long time without being Ijrought before a judge. The 
judge must know what the complaint against the man is, 
and if the complaint is not enough to keep the man in 
jail, the judge must let him go. 

Public Sessions. — Sessions of both houses of Congress 
are generally open to the public. Large galleries are pro- 
vided for the use of visitors. 

Officials Forbidden to Accept Gifts. — The Constitution 
states that a person who holds any United States office 
cannot accept a gift of office or title of any kind from 
any ruler of a foreign country. If an officer could accept 
such gifts, he might work for tlie foreign countries in 
order to get gifts. This would not be just or fair to the 
people of the United States. 





Word Drill 




population 


census 


district 


vacancy 


election 


speaker 


Senator 


qualification 


re-elect 


session 


committee 


majority 


penalty 


salary 


punishment 


expulsion 


disapprove 


immigration 


veto 


copyright 


patent 


counterfeiter 


habeas corpus 


gallery 



Review Exercises 



1. Into how many branches is our National Government 

divided "? 

2. "Wlaat are they? 

3. What is the Legislative Department? 

4. Of what does Congress consist? 

5. How is a Representative elected? 

6. For how lonsi? 



THE LEGISLATIVE DEPARTMENT 215 

7. Who is the Representative of your district? 

8. How many Representatives has your state? 

9. How was the number decided? 

10. How many Representatives are there in Congress from all 

the states? 

11. Wlio is the presiding officer of tlie House of Koproscnta- 

tives ? 

12. About hoAV many persons does a Representative or Congress- 

man represent? 

13. Of what does the Senate consist? 

14. How are the Senators chosen? 

15. For how long? 

16. Who are your Senators? 

17. How many members are there in the Senate? Why? 

18. Can you be a Senator or a Representative? Give reasons. 

19. Who is the presiding officer of the Senate? 

20. When and where does Congress meet? 

21. How does Congress transact most of its biasiness? 

22. How are laws made by Congress? 

23. May we appeal from an Act of Congress? How? 



( GOVERNMENT OF THE UNITED STATES ) 




216 



CHAPTER III 

THE EXECUTIVE DEPARTMENT 

Who Executes the Laws? — The Executive Department 
of the Federal Government consists of the President of 
the United States, his Cabinet, and all officers everywhere 
who are appointed to see that the laws of this country are 
obeyed. The President is the Chief Executive of the nation. 
To advise and help him he selects a number of assistants 
called his Cabinet, 

As Chief Executive the President must see tliat the laws 
made by Congress are carried out or enforced. When he 
learns that any person is not obeying the laws, he must 
send the proper officer to make the individual obey. If 
the President himself does not do his duty, he may be 
impeached by the House of Representatives and removed 
from office by the Senate. 

Duties of the President. — The President is also Com- 
mander-in-Chief of the Army and Navy. Tliis does not 
mean that he must go into battles and lead the soldiers 
unless he thinks best. It means that he gives orders to all 
the generals and commanders, and they must do as he 
directs. 

He can pardon men who have been sent to prison by 
the courts for some crime against the United States. This 
means that if he finds that there has been some mistake 
and that the prisoners ought to be free, he can order them 
to be released. 

He can appoint men to make treaties with otlier coun- 
tries. Before any treaty can become a law, it must be sent 

217 



218 THE UNITED STATES 

to the Senate and be approved by two-thirds of the 
Senators who are present provided there is a quorum. 

The President appoints ambassadors, ministers, and con- 
suls to represent the United States in foreign countries. 
He also appoints the judges of the Supreme Court, many 
l)Ostmasters, and nearly all important United States offi- 
cers. The men he selects must be approved by the Senate, 
except in special cases. The men wlio assist the President 
directly in his own work are appointed by him alone. 

The President represents this country in its relations 
with other countries. 

He sends messages to Congress at the beginning of every 
session and at other times when he thinks proper. In 
these messages he gives Congress information about the 
affairs of the country and tells what kind of laws lie thinks 
ought to be made. 

Who May Be President. — The President must be a native- 
born citizen of the United States, that is, he must have 
been born in this country. He must be at least thirty-five 
years of age and must have lived in the United States for 
fourteen years. 

Term of Office. — The President is elected for a term of 
four years. The people may reelect him, and many Presi- 
dents have held office for two terms. No President, how- 
ever, has ever served for more than two terms. 

Vacancies. — If the President dies, is removed from office, 
or for some other reason cannot perform the duties of 
President, the Vice-President takes his place and becomes 
President. If the Vice-President also dies or cannot per- 
form his duties, the duties of Acting President are per- 
formed by the Secretary of State. In case of further 
vacancies these duties are performed by other Cabinet 
officers in the following order : Secretary of the Treasury ; 
Secretary of War; Attorney-General; Postmaster-General; 
Secretary of the Nav;^^; Secretary of the Interior. 



THE EXECUTIVE DEPARTMENT 



219 



Salaries of the President and the Vice-President. — The 
President receives a salary of $75,000 a year, with a further 
allowance of $25,000 for traveling expenses, and has the 
use of a house which is owned and furnished by the Gov- 
ernment. This house is in the city of Washington. It is 




Copyright, FAnnij 



Thk White House 



The extension in the foreground contains the President's executive offices. The 

building seen in the distance at the left is the State, War, and Navy Building, 

which formerly housed these three Departments of the Government. 



called the Executive Mansion or the ''White House." The 
Vice-President receives a salary of $12,000. 

hiauguration Day. — On the 4th day of March following 
his election, the President of the United States is in- 
augurated, that is, he assumes the office of Chief Executive 
of the nation. This day is known as Inauguration Day. 
Elaborate exercises are held on this day at the nation's 
capital, the city of Washington. 



220 



THE UNITED STATES 



Every President must take the following oath, as re- 
quired by the Constitution : 

I do solemnly swear (or affirm) that I will faithfully execute 
the office of President of the United States, and will, to the 
best of my ability, preserve, protect, and defend the Constitu- 
tion of the United States. 




Copyright, Paul Thompson 

The Inauguration of Warren G. Harding, March 4, 1921 

The President is reading his inaugural address from a special stand built on the 
steps of the Capitol. 



The first Wednesday in March, 1789, was fixed by Con- 
gress as the beginning of the new Government under the 
Constitution. It happened to fall on the 4th day of the 
month. Accordingly, since Washington's inauguration, 
whicli was the first one, every President has begun his term 
of office on March 4th. 



THE EXECUTIVE DEPARTMENT 



221 



The Cabinet. — With the approval of the Senate, the 
President selects ten men to be the heads of the great 
Government Departments to assist him and give him advice. 
These men are responsible directly to the President. He 
calls them together at the Executive Mansion whenever he 
sees fit. At these meetings he hears their opinions, but he 




Photograph fro,n Paul Thompson 

The United States Treasury Building, Washington 



is free to agree or to disagree with them and to act as he 
thinks best. The duties of the Cabinet officers are de- 
scribed in the following paragraphs : 

The Secretary of State. — The Secretary of State, head 
of the Department of State, transacts all business with 
foreign countries and has charge of our diplomatic and 
consular services. He also takes care of the original copies 
of all the laws and treaties of the United States. He is 
usually the most important member of the Cabinet. 



222 THE UNITED STATES 



Photograph by Paul Thompson 

Review of the Cadets of the United States Military Academy at 
West Point by General Pershing and Secretary of War Baker 

The Secretary of the Treasury. — The Secretary of the 
Treasury, head of the Department of the Treasury, has 
charge of the collection of all United States taxes and 
revenues and has tlie general management of the nation's 
money affairs. He gives orders for the payment of all 
money voted by Congress. Once a year he makes a report 
to that body telling how much money the Government has 
received and spent and how much the Government will 
probably receive and spend in the following year. 

The Secretary of War. — The Secretary of War, head of 
the Department of War, has charge of the military affairs 
of the Government. He has oversight of the United States 
]\Iilitary Academy at West Point, New York. The Secre- 
tary of War need not be, and generally is not, a profes- 
sional soldier. 

Secretary of the Navy. — The Secretary of the Navy, head 
of the Department of the Navy, has charge of the con- 
struction of war vessels and their equipment and use. He 
need not be in the naval service. 



THE EXECUTIVE DEPARTMENT 



223 




Copyright, C. P. Rottmann 

The United States Battleship "Oklahoma" 

Attorney-General. — The Attorney-General, head of the 
Department of Justice, is the one to give advice to the 
President about questions of law. He also takes care of 
the interests of the United States whenever the Govern- 
ment has a case before the United States courts. He is the 
chief lawyer for the Government. 

Postmaster-General. — The Postmaster-General, head of 
the Post Office Department, manages the affairs of all post 
offices and makes postal treaties with foreign countries. 

Secretary of the Interior. — The Secretary of the Interior, 
head of the Department of the Interior, and the com- 
missioners associated witli him have charge of the public 
lands and reclamation, the collection of information and 
statistics about mining and education, pension and patent 
business, and Indian affairs. 

Secretary of Agriculture. — The Secretary of Agriculture 
is the head of the very valuable and important Depart- 
ment of Agriculture. Practically all of the work is carried 




224 



THE EXECUTIVE DEPARTMENT 22o 

on through bureaus. The Department collects and pub- 
lishes the latest information on the subject of agricul- 
ture. Most of its publications may be had without charge. 

The United States Weather Bureau takes observations 
day and night all over the country and sends out notices 
by telegraph and other signals of all weather conditions 
and changes both on land and on the water. Weather 
predictions are published daily for the benefit of the people. 
In this way farmers are given a chance to protect their 
crops against expected changes. Nearly every other kind 
of business is benefited by the Weather Bureau service. 

Through the Bureau of Animal Industry diseases of 
domestic animals are investigated and stamped out. Most 
of the meat produced in this country must be passed by 
the Bureau's inspectors before it may be sold to the public. 
The Bureau also gives information about dairy farming. 

The Forest Service, another one of the bureaus, saves 
great wealth to the nation. Our country's forests have been 
wasted. This has meant loss of valuable timber and has 
also increased the danger of floods. The Forest Service 
conducts investigations and advises in the protection and 
management of forests and their use. It also furnishes 
many valuable publications free of charge. 

The Bureau of Chemistry prevents tlie sale or transpor- 
tation of impure, falsely labeled, poisonous, or injurious 
foods, drugs, and medicines from one state to another or 
from other countries. The Bureau also improves ways of 
preserving fruit juices and of packing, shipping, and 
handling poultry, eggs, fish, and other foodstuffs. 

Other bureaus of the Department of Agriculture are 
interested in studies of the soil in all parts of the country. 
Farmers are informed how to increase the fertility of the 
soil. The National Government cooperates with the State 
Departments of Agriculture. Experts carefully study in- 
sects that are harmful to plants, animals, and human 



226 



THE UNITED STATES 



beings. Steps are then taken to destroy these insects. The 
Department is always ready to serve the public. 

Secretary of Commerce. — The Secretary of Commerce, 
head of the Department of Commerce, endeavors to pro- 
mote the commercial, manufacturing, mining, and trans- 
portation interests of the people of the United States. The 
Census Bureau is a part of this Department. This Bureau 




CovVTight, Detroit Publishing Company 

Inspection Room of the Ellis Island Immigration Station, New York 



takes a census of the United States every ten years and 
collects such statistics as are required by Congress. 

Secretary of Labor. — The Secretary of Labor, head of 
the Department of Labor, works to "foster, promote, and 
develop the welfare of the wage-earners of the Ljiited 
States, to improve their working conditions, and to advance 
their opportunities for profitable employment." He does 
this mainly by securing and publishing information regard- 
ing the conditions under which laborers live and work 



THE EXECUTIVE DEPARTMENT 



2-27 



and all other matters that affect them. The Department 
of Labor also includes the Bureau of Immigration, which 
has oversight over immigrants and foreigners living in this 
country. The Department also includes the Bureau of 
Naturalization, which has charge of the work of conferring 
citizenship upon people born in other countries. The Chil- 




Photograph by Paul Thompson 

Immigrant Inspection at Ellis Island 



dren's Bureau, which deals with problems of child labor 
and welfare, is a part of the Department of Labor. 

Impeachment. — In case the President of the United 
States or any other man who holds a United States office 
is accused of not doing his duty, the House of Representa- 
tives may inquire into the complaints against him. If the 
House of Representatives tliinks he ought to be removed 
from office, it may make complaint against him and he 
must be tried. This is called impeaching the office holder. 



228 



THE UNITED STATES 



Members of Congress themselves cannot be impeached. 
The Senate tries the eases of those impeached by the House 
of Representatives. If the President of the United States 
is tried, the Chief Justice of the United States Supreme 
Court presides at the trial. If two-thirds of the Senators 
who try the case vote against the officer, he must lose his 
office. He may never again hold a United States office. 



executive 

pardon 

consul 

information 

department 

academy 

predictions 

census 

federal 



Word Drill 

individual 

treaty 

postmaster 

secretary 

revenue 

navy 

commercial 

employment 

fertility 



cabinet 

ambassador 

message 

inauguration 

military 

statistics 

transportation 

impeachment 

citizenship 



reasons. Can vour 



Review Exercises 

1. What is the Executive Department for? 

2. Who is at the head of this Department? 

3. What are some of the President's duties? 

4. For how long is he elected? 

5. Can you become President? Give 

children become President? 

6. How is the President elected? The Vice-President? 

7. Wliat are the duties of the Vice-President? 

8. When does a new President take office? 

9. What do we call that day? 

10. Who assists and advises the President? 

11. What are the duties of the different Cabinet officers? 

12. What is meant by impeachment? 

13. Who is President now? 

14. Who served before him? 

15. How many Presidents have we had? 

16. Who was the first one? 



4 



CHAPTER IV 

THE JUDICIAL DEPARTMENT 

United States Courts. — The Judicial Department of the 
United States Government consists of three classes of regu- 
lar courts and two special courts. The judges of all these 
courts are appointed by the President with the consent 
of the Senate. They hold office during good behavior, 
which generally means for life, or as long as they are 
physically able to perform their duties as judges, unless 
they resign of their own desire. 

The Supreme Court. — The Supreme Court of the United 
States is the highest court in the country. Its decisions are 
final and must be respected by all the people in the United 
States. In case of dispute this Court decides what is the 
meaning of laws that have been made by Congress. It 
also decides whether or not Congress had the right to make 
a particular law. In case it decides that Congress had no 
right to pass such a law, then that law becomes void and 
cannot be enforced. Many cases are brought to it on appeal 
from tlie state courts. Thus it is at the head of the whole 
judicial system of the United States. 

This Court consists of a Chief Justice and eight associate 
justices. 

Circuit Courts of Appeals. — The United States is divided 
into nine judicial circuits or districts. One justice of the 
Supreme Court holds court in each circuit and is assisted 
by from two to five circuit judges, according to the number 
of cases to be tried. They hear cases that are appealed 
to them from the district courts. 

229 



"230 



THE UNITED STATES 



District Courts. — Each circuit is divided into districts. 
In each district a judge who resides there is appointed to 
preside over a district court. 

Special Courts. — It is a i)rinciplc of government that a 
nation cannot properly be sued by its own citizens. But 
citizens often have claims against the Government that 




Copyn 



The Supreme Court of the United States 



Seated, left to right: Justice William R. Day, Justice Joseph McKenna, Chief 

Justice William H. Taft (twenty-seventh President of the United States), Justice 

Oliver W. Holmes, Justice Willis Van Devanter. Standing, left to right: Justice 

Louis D, Brandeis, Justice Mahlon Pitney, Justice James C. 

Mclleynolds, Justice John H. Clarke. 



need to be examined by some court before they can be 
settled. In order to settle such cases Congress has created 
a special court called the Court of Claims. This Court 
consists of a Chief Judge and four other judges. They 
are in session in the city of Washington for several months 
each year. 

The other special court is the Court of Customs Appeals 



THE JUDICIAL DEPARTMENT 



231 



which settles all disputes al)out the meaning of the tariff 
laws and the way they are enforced. 

Trial hy Jury. — All persons arrested for crime, except 
United States officeholders, who are impeached, as you have 
learned, have the right to a speedy and public trial by an 
impartial jury in the state in which the crime was com- 
mitted. 





Word Drill 




regular 


special 


appointed 


behavior 


supreme 


decision 


dispute 


particular 


associate 


circuit 


appeal 


customs 



Review Exercises 

1. What is the Judicial Department for? 

2. What is the highest court in the land"? 

3. Where does this court meet? 

4. What is the chief business of the United States Supreme 

Court ? 

5. For how long do United States court judges serve? 

6. Is this a good plan? Why? 

7. What is trial by jury ? 



CHAPTER V 

STATE AND LOCAL GOVERNMENT 

Relation of the State to the Nation. — In some countries 
of Europe the nation is divided into provinces or districts. 
This makes it easier for the Government to enforce its 
laws and manage public affairs. The officers know just 
what they are to do and where they are to do it. 

This is not at all the reason why the United States is 
divided into states. In fact, we ought not to say that the 
United States is divided. The truth is that the states are 
united to form tlie Union. The states are older than the 
nation. Before they formed the Union, eacli state was a 
little nation by itself. After the states became independent 
of Great Britain, all the power was in the hands of the peo- 
ple themselves. The people managed all their public affairs 
in the states. Then they saw tliat there were many things 
that could be done better if they had a National Govern- 
ment or Union of all the states. So the people formed 
the Union and said: "We will have our President, our 
Congress, and our Supreme Court do certain things for us 
because these things are for the good of us all. ' ' 

The Constitution tells what these things are. The 
National Government and no one else lias the right and 
power to do them, because the people say so. 

The people also said: "We will not give the National 
Government the right to manage the affairs that concern 
alike only the people living in the different states. The 
affairs that concern each state shall be managed by the 
people of that state alone." Neither the National Govern- 

232 



STATE AND LOCAL GO\TERNMENT 233 

ment nor any other state can interfere in the state and 
local affairs of our state. Every other state has the same 
relation to the National Government that our state has. 

Each of the forty-eight states has its own constitution 
and makes its own laws. These state constitutions and 
state laws must not be in conflict with the Federal Constitu- 
tion and the national laws. Tliat would make trouble. But 
so long as the National C4overnment and the state govern- 
ments do just what the people have given each the right 
to do under the Constitution, each manages its own affairs 
without any interference from the others. 

One thing should never be forgotten in America, that 
is, that the people govern themselves. They tell their state 
government and the National Government just what each 
can do. If tlieir government does not suit them, the people 
can change it. It' their officers do not suit them, the 
people can choose new officers at the next election. 

The Rights of the State. — All our purely local public 
affairs concern only ourselves and are cared for by our 
own State government. Our religious rights and privileges ; 
our schools and every means of education; the right to 
vote; the laws about marriage and the rights of parents 
and children; laws about local business, collecting debts, 
exchanging property, protecting the lives and property 
of the people at home, punishing common crimes ; in fact, 
nearly everything that concerns the welfare of the people 
at home and does not concern the people in other states 
and countries is the business of our State. The State 
makes laws to care for all these things. 

What the States Cannot Do. — When studying the Consti- 
tution, we discover that some things are forbidden to the 
states. For example, the states cannot make wars and 
settle wars. Tliey cannot coin money, or make rules for 
trade between the states themselves or with foreign coun- 
tries. They cannot put a tax on goods lirought from other 



2S4 THE UNITED STATES 

countries. In short, they cannot make laws that affect 
people m other states. Such laws must be made and en- 
forced by the Nation for the safety and good of all. 

Interstate Commerce. — The railroads in the United 
States carry goods from one state into another and often 
across many states. Their business concerns the people 
of the whole country. This gives Congress the right to 
say that the railroads must treat the people in all the 
states alike. 

Men who carried on small businesses and had few goods 
for the railroads to carry complained that they had to pay 
more to get their goods carried than the men wlio had 
larger businesses. This was unfair. The rich man could 
drive the poor man out of business, and when he had all 
the business, then he could charge the public high prices 
for his goods. 

In 1887 Congress passed a law which said that com- 
missioners should be appointed to see that all charges for 
carrying passengers and freight are reasonable and just 
and that all sliippers are treated alike. These commis- 
sioners form the Interstate Commerce Commission, with 
headquarters in Washington. 

State Constitutions. — We have seen that the United 
States has a Federal Constitution which tells what kind 
of laws Congress shall make and what kind of National 
Government the people shall have. Since the states have 
governments of their own to manage their state affairs, it 
is just as necessary that each should have a state constitu- 
tion to tell what kind of laws the state legislature shall 
make and what kind of government the state shall have. 

The state constitutions have been made by the people 
themselves. All of the people of a state could not meet 
together in one place, so they chose delegates to represent 
them and act for them. These delegates held a convention 
and made the kind of constitution they thought the people 



STATE AND LOCAL GOVERNMENT 



235 



wanted. Then the people of the state held an election to 
decide whether or not they would accept the constitution. 
If a majority of the voters were in favor of it, the constitu- 
tion became the fundamental law of the state. If a majority 
of the people should vote against it, another constitution 
would have to be made. Every constitution tells how it 
can be changed and how additions can be made to it. 




Courtesy of George B. Post A Sons 

The State Capitol of Wisconsin at Madison 

These changes and additions are called amendments, like 
the changes in the Constitution of the United States. In 
nearly all states they are voted on by the people. 

How the States Are Divided. — States are divided into 
counties, and counties are divided, for the purposes of 
local government, into cities, towns, villages, townships, 
and other subdivisions. Cities and large towns are divided 
into wards, districts, or boroughs. Each of these sub- 



236 THE UNITED STATES 

divisions of the state has officers or representatives of its 
own to attend to its local affairs. 

Who Can Vote. — Not all the people have the right to 
vote. Men and women over twenty-one years of age have 
the right on certain conditions. In the first place they 
must be citizens of the United States. In some states, as 
in Massachusetts, Connecticut, and New York, they must 
know how to read. They must have lived a certain time in 
a state and town or district before they can vote there. The 
law of each state tells how long this must be. 

State Government. — The government of every state, just 
like that of the United States, has three branches : the 
legislative, the executive, and the judicial. 

The State Legislature. — The state legislatures, like the 
national Congress, are each composed of two houses, a 
Senate and a House of Representatives. In some states the 
legislature or part of it has a special name. For example, 
in Massachusetts it is called the General Court, and in 
Connecticut it is called the General Assembly. In New 
York State the lower house of the legislature is called the 
Assembly. The members of the legislature are chosen by 
the direct vote of the people. They make state laws in 
much the same way that national laws are made by Con- 
gi^ess. Most of the work of legislation is done through 
committees. The legislature meets in the State House or 
Capitol in the capital city of each state. What is the 
capital of our State? 

State Officers. — The Governor is the head of the execu- 
tive department and is the highest officer in the state. He 
is elected by the direct vote of the people and therefore 
represents the people. His chief duty is to see that the 
laws of the state are enforced and obeyed. He sends 
messages to the legislature recommending laws that he 
thinks ought to be made. The Governor approves or vetoes 
bills passed by the legislature. He is Commander-in-Chief 



STATE AND LOCAL GOVERNMENT 



237 



of the state militia or National Guard except when they 
are in the service of the National Government. Just as 
the President of the United States has the power to pardon 
persons convicted of crimes against tlie United States, so 
the Governor can pardon a man in his state who has been 
unjustly sent to prison for violation of the state law. 



- 

f It 




f ^ "'if' ' \:fi 






^r- S> 


^iS 


^^ri^^^tigiL *' ' 


i * 


' " *'*t 


^ ■■■- } V^- :,y 



Copyrtght, Ewing Galloway 

The House of Representatives of the General Assembly of Illinois 
IN Session in the State Capitol at Springfield 

The Lieutenant-Governor is the presiding officer of the 
Senate, and he becomes Governor in case the Governor dies 
or is unable to perform his duties. 

The Secretary of State has charge of all state records 
and the original copies of all laws. 

The State Treasurer takes care of all state funds and 
keeps an account of what is received and paid out. 

Most states have an Attorney-General who gives advice 
to the Governor about ciuestions of law and has charge of 
all state cases in the Supreme Court of the United States. 



238 THE UNITED STATES 

State Courts. — The Judicial Department of each state 
consists of a Supreme Court and many lower courts. These 
try state cases in about the same way that United States 
courts try national cases. 

Local Officers. — The chief officers to look after the affairs 
of a township or town, especially in New England, are the 
selectmen. In some states they are called trustees or super- 
visors, in others, the town council. Their main duties are 
to represent the township or town in all its business trans- 
actions. They generally have the care of highways and 
public property, make up the list of the jurors, and attend 
to the town's law suits. 

Tlie town clerk keeps a record of all the votes passed in 
town meeting, administers the oath of office to all other 
town officers ; issues marriage licenses ; records births, 
marriages, and deaths; licenses dogs; and keeps a record 
of deeds and mortgages. 

The assessors find out the value of every person's prop- 
erty and make a list showing how much tax each one must 
pay. 

The tax collector collects all the money due for taxes. 
If any person does not pay his tax, the collector can sell 
his property. He will then take the amount of the tax 
and the expense of selling the property out of what 
he receives from the sale and pay what is left to the 
owner. 

The town treasurer takes care of all the town's money 
and pays the town's expenses when ordered to do so by 
the selectmen or other officers who have the right to issue 
such orders. Once a year he must make a report showing 
how much money he has received and what he has done 
with it. 

The overseer of the poor sees that residents of the town 
who are too poor to take care of themselves are cared for 
at the town's expense. 



STATE AND LOCAL GOVERNMENT 239 

The constaMes keep order on the streets and in public 
places and arrest people who are accused of crime. They 
serve warrants and summon witnesses and jurors when 
they are needed in the courts. 

The school committee has the general oversight of the 
schools of the town. In some places these committees are 
called school directors, school trustees, boards of education, 
or commissioners of education. In some states there are 
countv commissioners of schools to direct the management 




A State Agricultueal College 

This is the group of dairy farm buildings at the Iowa State College of Agriculture 
at Ames, Iowa. 

of school affairs. The committee cares for the school houses 
and school property; it arranges courses of study and 
selects text -books to be used in the schools; it examines, 
hires, and dismisses the teachers. In most cases the school 
committee employs a superintendent of schools to perform 
some of these duties for it and to have the active manage- 
ment of the schools. 

Town Meetings. — In a number of towns in New England 
all the voters meet at least once a year to hold a "town 



240 THE UNITED STATES 

meeting." Instead of making their local laws through 
representatives, they do it themselves. This is real self- 
government, but it is possible only in the smaller com- 
munities. The business of this meeting is very important, 
and every voter should attend. Reports are heard from 
the town officers of the past year. The town officers for 
the next year are elected by vote. A tax is voted to pay 
the expenses of the coming year. Any other important 
town business may be transacted, provided it has been 
mentioned in the notice of the meeting. In this way the 
voters may know beforehand what is to come up for action 
and have time to form their opinions before voting. 

The Caucus. — In many places the voters of each political 
party meet in a caucus to select the men who are to be 
voted for on election day. Every voter should attend his 
party caucus in order to help select good men. The voter 
must first see that his own name is on the list of those who 
have a right to take part in the caucus. Nowhere else can 
he do a greater service for the cause of good local govern- 
ment than by working for what he believes is right in 
the caucus. 

Primary Elections. — In many of the states prir)\ary, or 
first, elections are held instead of caucuses for the purpose 
of giving the voters of each party an opportunity to select 
the candidates to be voted for on election day for mayor, 
governor, and other public officials. A primary election 
is really a special kind of caucus for selecting candidates 
to represent the different political parties. On the real 
or final election day the voters choose which of these can- 
didates they will vote for, and in this way they elect tliose 
who are to hold office. 

The different states have different methods of carrying 
on primary elections. In general, a person may be nomi- 
nated for an office by securing a certain number of signa- 
tures of voters to a nominating petition. The law tells 



STATE AND LOCAL GOVERNMENT 



241 



how many this number shall be. The candidate's name is 
then placed on the ballot of his party. At the primary 
election the voters at the polls record on these ballots their 
choices. The candidate for a certain office who receives 
the largest number of votes becomes the nominee or can- 
didate of his party for that particular office. 




Copyright, Ewing Galloway 

A Consolidated Rural School Bus 

In many parts of the country local school authorities are consolidating groups of 

small rural schools into large, modern, well equipped schools located in central 

villages. Motor buses convey the children to and from school. The picture 

shows a consolidated rural school bus in Cumberland County, New Jersey. 

It is very important for voters to take part in the pri- 
mary elections. Only those who are registered as belong- 
ing to a certain party are allowed to vote for the candidates 
of that party. Where there is no primary election, a small 
group of men representing each party often pick the candi- 
dates for whom the people shall vote. 



'i^'i THE UNITED STATES 

The Initiative, Referendum, and Recall. — In many parts 
of our country the people have recently adopted certain 
new plans which they believe will help them to have the 
kind of laws and public officials that they desire. 

One plan is known as the initiative. This means the 
I'ight of the people to initiate legislation or to take the first 
steps in making laws. When a certain specified number 
of the voters of a state sign a petition asking their legis- 
lature to pass a law that they desire, the legislature must 
take some action either for or against the desired law. In 
some states the people may also initiate amendments to 
the state constitution. 

The referendum provides that when any law has been 
]iassed by a legislature, if a certain specified number of 
voters sign a petition asking that the new law be referred 
to the people, it must be sent to the voters for their 
approval or rejection. It cannot become a law until the 
voters have approved it. 

The recall gives the voters under certain conditions the 
right to vote to recall or dismiss from office a lawmaker or 
official who fails to perform his duties in a way that is 
satisfactory to the people. 

In several states the people have adopted these and 
otlier methods of exercising more direct control over public 
officials. 

The County Sheriff. — The chief executive officer of the 
county is the sheriff. He does for the county what the 
constable does for the town. Besides he has other impor- 
tant duties. He attends court and keeps order; arrests 
murderers and other criminals and takes them to court, 
and sees that the sentences of the courts are carried out. 
The sheriff appoints a number of deputies to assist him. 
In case of special need, he can call upon any citizen to 
give him aid, and he even has the right to call upon the 
Governor to send soldiers to help him to preserve order. 



STATE AND LOCAT> GOVERNMENT 



2i5 



national 

foreign 

convention 

capitol 

caucus 

primary 

nominee 

initiative 

dismiss 

Federal 

license 



Word Drill 

interfere 

business 

majority 

pardon 

constable 

candidate 

register 

referendum 

approval 

marriage 

deed 



welfare 

commissioner 

capital 

property 

deputy 

signature 

petition 

recall 

satisfactory 

interstate 

mortgage 



Review Exercises 

1. How many states are there in the United States? 

2. Upon what is every state government based"? 

3. Name some of the things a state government cannot do. 

4. What is the Interstate Commerce Commission? 

5. How is a state divided ? For what purposes 1 

6. What are the qualifications of a voter in our state? 

7. Who makes the laws in our state? 

8. Of Avhat is oiir state legislature composed? 

9. What are the members called? How are they elected? For 

how long? 

10. Who is at the head of the Executive Department of our 

state? What is his name? Where is his office? 

11. AVhat are some of the Governor's duties? 

12. Can you name some other state officers? 

13. Wlio looks after the business of our town? 

14. ^^^lo are some other town officers? AVbat are their duties? 

15. Where will you find the town officers? 

16. What is a to-wn meeting? A caucus? 

17. In what county do you reside? 

18. Who is at the head of the county government? 

19. Into how many counties is our state divided ? Name some. 

20. Does our state have primary elections? 

21. Explain the primary election and tell what you think of 

this method of selecting candidates for public offices. 

22. What is meant by the initiative? Referendum? Becallf 

23. What are the duties of the sheriff? 



CHAPTER VI 

CITY OR MUNICIPAL GOVERNMENT 

General Plan. — The general plan of a city government 
is like that of a state. It has a special kind of constitution 
called a charter. Its government is also divided into three 
departments — legislative, executive, and judicial. 

The Charter. — The legislature of the state grants the 
city permission to organize a government by means of a 
charter. This is a written document which gives the city 
the right to manage its local affairs and tells what sort of 
local government it shall have. It names certain special 
things that the city can do for itself and other things that 
the city must not do. 

The City Legislature. — The city legislature is called the 
City Council or the Board of Aldermen. Sometimes this 
body of men is divided into two parts like the two houses 
of the state legislature, but in most cities they all meet 
as one Council. Tlie members are elected by the voters of 
the districts, or wards, into which the city is divided. The 
laws passed by this body for the city are called ordinances. 
They are simply local rules about such public matters as 
the erection of buildings, the digging of sewers, the pre- 
vention of fires, the checking of contagious diseases, and 
the peace and safety of the people. City ordinances must 
not conflict with the laws of the state or the Nation. 

The Mayor. — The head officer of the executive depart- 
ment of a city is the Mayor, corresponding to the Governor 
of the state. The Mayor is elected by the voters of the city 
and represents all the people in his city. It is his duty 

244 



CITY OR MUNICIPAL GOVERNMENT 



245 



to see that the laws are enforced. He appoints to assist 
him a number of department heads, such as a street-clean- 
ing commissioner, health commissioner, police commis- 
sioner, fire chief, and others. The Mayor sees to it that 
all officers who are under his authority do their duties. 




cnurhKu of the Detroit Board of Commerce 

The City Hall of Detroit, Michigan 

He gives advice to the City Council and tells them what 
kind of ordinances he thinks should be made. The ^layor 
can veto ordinances passed by the City Council that he 
thinks are unfair or unnecessary. Each city has a City 
Hall, in which the city officials have their offices and in 
which the city legislature meets. 



^46 



THE UNITED STATES 



The Fire Department. — Every city must have a large 
number of men whose business it is to put out fires and 
save houses and property from being burned. These men 
must live in stations located in all parts of the city. Thej'' 
have ladders, hose, wagons, engines, and other apparatus 
needed for their work, and motor trucks or strong and 
swift horses to take them and their apparatus to any place 




Photinjntph from Keystone View Company 

Firemen at Work 

Fire prevention is much better than fire protection. Everyone should use every 
possible care to prevent fires. 

where there is a fire. If their alarm bell rings at any hour 
of the day or night, they must hurry to the place where 
they are wanted. 

Tlie Police Department. — The policemen of a city are like 
a small army. They have their chief, or commander, and 
are divided into groups under captains and other officers. 
Most of the time, however, they do their duties singly. 
They must keep order, protect persons and property, direct 
traffic on busy streets and corners, and arrest those who 



CITY OR MUNICIPAL GOVERNMENT 



247 



make a disturbance or commit crimes. The police prevent 
accidents and give help whenever needed. All good citizens 
should obey and help the police. 

The Health Department. — The Department of Health is 
very important. It is the business of the health officers 
to examine the city's water supply and see that it is pure. 




Copyright, Ewing Galloway 



A Traffic Policeman 



One of the important duties of the police is the regulation of traffic on crowded city 

streets. The picture shows a corner on Michigan Boulevard, Chicago, 

passed by forty thousand automobiles daily. 

They inspect everything that might cause disease, and they 
punish men who sell impure milk or food. They should 
also see that people do not live in tenements that are likely 
to cause illness and that too many people do not crowd 
together in one home. The health officers also look after 
the children in school. People who become ill and have 
diseases not only suffer themselves, but they often cause 



248 THE UNITED STATES 

others to suffer or take the diseases. For this reason the 
peoi)le have a right to say that everybody must obey the 
rules of the health officers and do what they can to ])revent 
disease. 

The Sdiool Department. — The Department of Education 
is a group of men and women, known as the Board of 
Education or the School Committee, who see that the city 
has good schools and that all have the privilege of getting 
an education. The law in most cities says that cliildren 
must go to school whether they wish to or not. This is 
right, because if children do not learn how to earn their 
own living and take care of themselves, other people will 
have to support them. Uneducated people, too, break many 
laws and cannot be as useful citizens as those who are 
educated. 

Other Departments. — There are many other departments 
in a large city government, each having charge of one kind 
of public work. It is wise to have one group give all their 
time to the work of one department, for then they learn 
to do it well and can give it careful attention. 

The Street Department takes care of the streets. The 
Charity Department takes care of the people who cannot 
care for themselves. Other men look after public libraries 
to supply the people with good books; others have charge 
of parks and playgrounds, which add much to the health 
and happiness of children and their parents; and there 
are still others with special duties, for a great city must 
have many things done by the officers of its government. 

Comtnission Form of City Government. — Recently a new 
form of city government has been introduced in this 
country. In 1900, after the dreadful flood that almost 
destroyed everything in the city of Galveston, Texas, the 
affairs of the city were reorganized under a committee, or 
commission, of its business men. This arrangement proved 
so successful that the citv never returned to the old form 



CITY OR MUNICIPAL GOVERNMENT 



249 



of government. Its method of running the city's business 
has since become a model for many other places, large and 
small. 

Under the commission form of government the business 
of a city is carried on by a very small commission instead 
of by a mayor and a large council or board of aldermen. 
The members of the commission are elected by the voters 




Courtesy oj comiannily Service, Inc. 

A Municipal Playground at Bethlehem, Pennsylvania 

for a long term of years because of their ability to serve 
the public. One of the group acts as the president or head 
of the commission and in most cases also serves as Mayor 
of the city. He presides at the meetings of the commis- 
sion but has little more authority than any other com- 
missioner. 

Some cities pay large salaries to their commissioners, 
thereby requiring them to devote all of their time to their 
official duties. Other cities do not have this arrangement'. 



250 



THE UNITED STATES 



The work of looking after the city's business is divided 
among the members of the commission. In most cases each 
commissioner is put in charge of one of the main depart- 
ments of the city's government. In this way there is a 
Commissioner of Public Safety, a Commissioner of Streets 
and Public Improvements, and so on. Each commissioner 
appoints his necessary assistants. Under such an arrange- 
ment each commissioner may be held responsible for the 



I 




I 



•Courtesy of the Municipal Supply Company 

Street Flushing in South Bend. Indiana 

Clean streets are essential to health and comfort. Everyone should avoid throwing 
litter of any sort into the street. 

work of his particular department. Many cities in the 
State of New Jersey, for example, have adopted the com- 
mission form of government witli five departments : Public 
Affairs, Public Safety, Public Property, Streets and 
Improvements, and Finance. 

At the present time about four hundred cities and towns 
in the United States have some form of commission govern- 
ment, and the number is increasing. Those who favor 
this type of municipal government believe that it does 



CITY OR MUNICIPAL GOVERNMENT 2.)1 

away with party polities and graft. Too much power is 
not left in the hands of one person. It is also much easier 
to carry on the city's affairs under the commission form 
of government. 

City Managers. — Another new form of city government 
provides for the management of a city's affairs in the same 
way that a modern business corporation runs its business. 
The council members or commissioners under this arrange- 
ment do not give all of their time to their official duties 
but hire a city manager, usually an expert in administra- 
tion. This manager devotes all of his time to the work 
of directing the business of the city. He need not neces- 
sarily be selected from among the residents of the city. 

The city commission or the council does not interfere 
with the work of the city manager, but he is directly 
responsible to the body that engaged his services for the 
management of the city's affairs. He may be removed at 
any time. 

The city manager appoints and removes the heads and 
employees of all the city departments, with certain excep- 
tions fixed by the commission. 

The commission-manager form of government is not yet 
very common, but it appears to be a good business arrange- 
ment for securing efficiency, and it has generally worked 
well where it has been tried. Mere political appointees with- 
out training or experience are not likely to be put in charge 
of important public affairs. Experts are chosen to manage 
the city's business. Where there is a city manager, 
responsibility is fixed upon one person who will do his best 
to make his administration successful. 

In local town and city affairs, such as the management 
of schools, the police, the streets, taxes, health, and many 
others, there ought to be no party politics. We need the 
best men and women to do the public work. The welfare 
of all the people is the thing to work and vote for. 



252 



THE UNITED STATES 



Franchises. — In most cities there are some kinds of pub- 
lic services that the city allows private persons or com- 
panies to do for the people. Lighting the streets, furnishing 
gas and water, and running the street cars are examples. 
Before a company can do work of this kind, it must get a 
franchise from the city. A franchise is a written permis- 




Aqueduct of the Water Supply System of Lcs Angeles, Californla. 

This great system brings mountain water from the Sierra Nevada Mountains, a dis- 
tance of 260 miles, by canal, tunnel, and siphon, in quantities sufficient to 
supply a city of 2,000,000 inhabitants. 

sion given by the city legislature telling what the company 
has a right to do and for how long it can do it. It also 
provides that the company must carry on its work in such 
a way as to render good service to the people. 

Municipal Oivnership. — Sometimes companies obtain 
franchises from the city and then treat the people unfairly. 



CITY OR MUNICIPAL GOVERNMENT 



253 



They may not do the best they can to serve the people, 
or they maj" charge too much for what they do. This 
causes a great many people to say that the city ought to 
own and manage its own street cars, waterworks, lighting 
l)lants, and everything that is for the good of all. Some 
cities are already making the experiment of doing these 
things for themselves. It is a great problem. Neither 
private companies nor municipal ownership will satisfy 




Copyright, Detroit Publishing Company 

Municipal. Bridges at Pittsburgh, Pennsylvania 

the people unless the men who have charge of the work 
are honest, competent, and willing to serve the public as 
well as themselves. When all the people are well enough 
educated to understand the problem, they can decide which 
way is the better one. 

Every one should educate himself for his duties as a 
voter and then help to see that only the best men have 
charge of public affairs and public offices. Then this prob- 
lem and all other public questions can be settled in the 
best wav. 



254 



THE UNITED STATES 



charter 

ordinance 

station 

disturbance 

attention 

municipal 

commission 



Word Drill 

manager 

document 

health 

charity 

ownership 

assistant 

appoint 



council 

contagious 

captain 

disease 

franchise 

responsible 

expert 



Review Exercises 

1.' What is the fundamental law of a city? 

2. Who grants this charter'? 

3. How many divisions are there in our city government ? 

4. What are they? 

5. AVho is at the head of our city government? 

6. What is his name? Where is his office? 

7. \Anio makes the laws (ordinances) of our city? 

8. Can you name a few city ordinances? 

9. How is the Mayor elected? For how long? 

10. What are his duties? 

11. Can you name some city departments? 

12. What is the business of each? 

13. Who is at the head of our schools? 

14. What is a franchise ? Wlio grants it ? 

15. Which do you think is better, municipal or private owner- 

ship? Why? 

16. Tell what you can of the commission form of city or town 

government. 

17. Is it a good arrangement? Why? 

18. Explain the city-manager plan of government. 



CHAPTER VII 

POLITICAL PARTIES 

Origin of Parties. — The Constitution says that Congress 
shall have power to make all laws that shall be necessary 
and proper for carrying out its own powers and tlie powers 
of the Government. Immediately after the organization 
of our Government men began to disagree over the ques- 
tions: "What laws are necessary?" "What laws should 
Congress make?" They said: ''This clause of the Consti- 
tution is elastic. It means few laws or many laws accord- 
ing to the way one stretches it." Alexander Hamilton, 
the Secretary of the Treasury in Washington's Cabinet, 
wanted to have the National Government made very strong. 
He said that Congress ought to make such laws as it 
thought best for the good of all the people, except on 
f>uch subjects as the Constitution said Congress could not 
make them. Thomas Jefferson, the Secretary of State, 
tliought that the states and the people at home should rule 
themselves as much as possible. He did not want Congress 
to make any laws except those that the Constitution plainly 
told it to make. Where the people control the government 
of a country, there must be differences of opinion. 

Political parties in the United States were formed during 
Washington's administration. The people who agreed with 
Hamilton called themselves Federalists. Those who agreed 
with Jefferson called themselves Republicans. Later the 
followers of Jefferson took the name of Democrats, and 
the believers in a strong central Government called them- 
selves Republicans. 

255 



256 THE UNITED STATES 

After Washington retired from the Presidency, tliese 
two parties tried to see which could get the larger number 
of votes and elect the most men to office who thought as 
they did. Since that time there have been two great 
political parties most of the time. Much of the time there 
have been a number of smaller parties composed of men 
who did not agree with either of the great parties. Any 
group of men who want some change in the way public 
affairs are managed or some new law passed, or who desire 
to elect certain men to public office, may form a new party 
and work for what they want. In every government in 
which the people have some share or part, there you will 
find political parties. 

Principles of the Different Parties. — In many of their 
beliefs all the great parties and most of the small ones are 
alike. They agree in their love of and loyalty to the land 
that is their home. They agree that their lawmakers and 
officers should do everything in their power to make it 
possible for everyone to enjoy peace, safety, protection of 
property, the rewards of labor, and the blessings of educa- 
tion, justice, and liberty. They differ in their opinions 
as to the best kind of laws to secure some of these things 
that they all love. They disagree especially about the kind 
of laws that will lielp to make business and trade success- 
ful and give men plenty of work and good wages. 

For instance, the leading men in the Kepublican Party 
believe that a protective tariff helps manufacturers to make 
and sell more goods and thus makes more work and better 
wages for laborers. The leading men in the Democratic 
Party also believe in a tariff, but they say that the taxes, 
or duties, that the Republicans want are too high, and 
that the main object of the tariff should be to get money 
to pay the expenses of the Government. 

The Socialists wish to have laws that will prevent com- 
petition between business men or between workmen. They 



POLITICAL PARTIES 257 

want men to cooperate. They think that all the property 
and the means used for the production and distribution 
of wealth should be owned by all the working people 
collectively, not by individuals or groups of individuals, 
as they now are. 

Of course, there are many other things about which the 
parties do not think alike. Even men in the same party 
do not all agree about some things. Then, too, questions 
about which the parties disagree one year may be 
settled the next year, but there will always be new 
questions to settle. The only way to laiow just what each 
party wants to do is to read and study what the leaders 
of the parties say in their speeches and what they say and 
do in their political conventions and elsewhere. It is very 
important for the people to study the parties and learn 
what they want to do. 

If we do not study them, we cannot tell what men we 
ought to vote for to hold office and make the best laws 
for us. 

Party Organization. — In order to do its work each party 
must be organized like a little government in itself. The 
men who belong to one party in a small town get together 
and choose a committee to look after the affairs of the party 
in that town. In the cities there is a committee in each 
district and another committee for the whole city made 
up of delegates from each district. Delegates from the 
towns and cities and sometimes counties are chosen to form 
the state committee. Delegates from the states make up 
the National Committee. These committees all work to- 
gether to select men for the voters of their party to vote 
for on election day. Their object is to select the men who 
have the best chance to win. Then they hold meetings and 
make speeches, publish articles in the newspapers, and dis- 
tribute literature to persuade the voters to vote for the 
men that have been selected. 



258 THE UNITED STATES 

Presidential Elections. — Presidential elections are held 
on the Tuesday after the first Monday in November every 
fourth year, as in 1916, 1920, 1924, and so on. Several 
months before election day the members of the National 
Committee of each party hold a meeting and select the 
time and place for holding the National Convention of 
their party. Then the state committees meet and select 
the time and place for holding state conventions. After 
this the county, city, and tovrn committees are notified to 
select men to attend the state conventions. 

The local committees begin by holding caucuses or pri- 
maries in the districts and towns. Delegates are chosen to 
attend the state convention. At the state convention dele- 
gates are chosen to attend the National Convention. The 
number of these delegates is twice the number of men that 
the state sends to Congress. For instance, if the state has 
a small population, like Delaware, and sends one Repre- 
sentative and two Senators to Congress, then the number 
of delegates to the National Convention will be six. If 
the state has a very large population, like New York, which 
sends forty-five men to Congress, there will be ninety 
delegates. The state convention also chooses another group 
of men equal in number with the state's representation in 
Congress. These are to be voted for on election day; if 
elected they will be the Presidential electors for the state. 

When the appointed day arrives, delegates from all the 
states meet to hold the National Convention. The main 
work done here is divided into two parts: (1) writing a 
platform, or statement, telling the people what the party 
thinks about the most important public questions and what 
it hopes to do if successful on election day; and (2) nom- 
inating candidates for President and Vice-President. 

The President is not elected directly by the people of 
the country. On Election Day, the Tuesday after the first 
Monday in November, votes are cast for electors. Each 



POLITICAL PARTIES 



259 



state is entitled to as many electors as it has Senators and 
Representatives in Congress. 

The electors meet in their own states, usually in the 
state Capitols, on the second Monday of the following 
January and cast their votes for the candidates. Certified 
reports are sent to the President of the Senate. These 
reports are examined and the votes are counted in the 
presence of the Senate and the House of Representatives. 



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^M 









Photograph from Underwood & Vndenoood 

The National Convention of the Democratic Party at San 
Francisco, California, July, 1920 

The Vice-President is elected in the same way and at 
the same time and place. 

This way of electing the President and Vice-President 
may seem to take a long time. But we do not need to 
wait for all these formalities to know who is to be our 
next President. Usually the result is known the day after 
Election Day from the number of Presidential electors 
elected by the different parties in the different states. 



260 



THE UNITED STATES 






o 

REPUBLICAN 


o 

DEMOCRATIC 


o 

SOCIALIST 


o 

PROHIBITION 


o 

SOCIALIST LABOR 


o 

FARMER-LABOR 


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A Connecticut Town Ballot Used in the Election of 1920 



Other Conventions and Elections. — Nearly the same 
machinery that is used to hold caucuses or primaries in 
the towns, cities, and states when preparing to choose 
candidates for President is used also when choosing can- 
didates for town, city, and state officers. 

On Election Day the voters choose which party they will 
vote for, or perhaps they may vote for some men of one 
party and some of another. Most of the town and city 
officers have nothing to do with the making of laws and 
the settlement of the questions that divide the political 
parties. It is foolish, therefore, for a voter to say that 



POLITICAL PARTIES 



261 



every man who holds a town office ought to belong to his 
own party, in order to do such work as seeing that the 
streets are kept in good order, that the health of the people 
is protected, that there are good schools, and that the public 
money is lionestly spent for the good of the whole town. 
The same is true of most city officers. In order to have the 
best city to live in, we must have the best men in office 
no matter to what party they belong. Only in the election 




Courtesy of the Automatic Registering Machine Corporation 
A Voting Machine 

Voting is done by turning down the levers above the names of candidate,s. The 

machine registers and counts the votes automatically. The voter shown 

in the picture is voting a "split" ticket. 

of lawmakers, such as members of the legislature, and in 
the election of state and national officers is it important to 
know what party a man belongs to. In small and local 
offices a good, honest, and capable man is the main thing. 

State officers, such as Governor, are nominated in state 
conventions and voted for by all the voters of their state. 

Holding an Election. — On Election Day all the voters 
who wish to vote go to the polls or voting places. Each 
voter is given a hallot on which are printed all the names 



THE UNITED STATES 



of tlie candidates of the different parties. He then goes 
into a little stall, or booth, where he can mark his ballot 
as he wishes without being seen or disturbed by anyone. 
This is 'known as the "secret ballot" system of voting. 
The voter marks liis ballot with a pencil or does whatever 
the law of his state says is necessary in order to show which 
candidates he wishes to vote for. Then he goes to the 
ballot box, where a clerk puts a mark against his name on 
the voting list to show that he has voted. An election 
officer takes his ballot and drops it into the ballot box. 
At night, when the polls close, all the ballots are counted, 
and the person who has received the most votes for a par- 
ticular office is elected. 

In many places voting machines are used instead of 
ballots. These machines insure greater secrecy in voting 
and automatically count the votes for each candidate. 

Word Drill 



political 

Democratic 

principle 

tariff 

competition 

cooperate 

question 

population 

ballot 



party- 
platform 
protection 
expense 
production 
nominate 
convention 
elector 
voting list 



organization 

Republican 

justice 

Socialist 

distribution 

individual 

delegate 

polls 

secret 



Review Exercises 

1. What is a political party? Can j-ou name some of them? 

2. Wliy were these parties formed ? 

3. How do all parties agree? How do tlioy disagree? 

4. How does each party perform its work? 

5. How are the President and the Vice-President nominated' 

6. Wliat is a party platform? 

7. What is a ballot? 

8. Tell what the voter does at the polling place. 



CHAPTER VIII 

LAW AND JUSTICE 

Laws. — Laws are made to protect the lives, the property, 
and the rights of the people. Persons ought not to destroy 
the property that others have earned or take it for their 
own use without pay. If they deprive their neighbors of 
any of their rights, or prevent them from enjoying life 
and liberty, the Government must interfere. The Govern- 
ment must protect those who suffer from any wrong. If 
it did not do this, it would not be a good government. 
Citizens must be protected and must be free to do what 
is right. This is not possible so long as bad or even careless 
people are allowed to interfere with others and to do what 
is wrong. 

In this country the people decide what things it is wrong 
to do and then make laws to stop people from doing them. 
Tliose who break the laws may be made to pay a fine or 
to go to jail. If Ihcy commit a very serious crime, such 
as robbery, or destroying valuable property, or putting 
another's life in danger, they may be sent to prison for 
many years. The main object of the law is not to punisli 
people for doing wrong, but to prevent wrongdoing and to 
cause people to respect the rights of others. 

Courts. — In order to enforce the laws there must be 
officers to arrest those who violate or break them. Then 
there must be courts to hear what the lawbreakers liave 
done and to decide what to do with them. Courts also 
explain the meaning of laws. In villages and towns 
criminal cases that are not very serious are heard by the 

263 



264 THE UNITED STATES 

local judge, or justice of the peace. In the cities such 
cases are tried by a magistrate in the police courts. If a 
case is too serious to be tried in these courts, it is taken 
to a county or a state court. The courts from highest to 
lowest are for all the x)eople, rich and poor alike. 

Kinds of Cases. — When one person or business firm owes 
money to another and refuses to pay when asked to do 
so, or when any two persons or parties cannot agree about 
the settlement of their business dealings with each other, 
the one who thinks he has been wronged may sue the other 
and make him go to court and have the dispute settled 
there. Such a case is called a civil case. All cases in 
which the court is asked to settle a dispute about property 
or business belong to this class. 

The man or party who sues another and makes him go 
to court is called the plaintiff. He makes the complaint. 
The one who is sued is called the defendant. This party 
must defend himself. 

In civil cases neither party may have broken any law 
or committed any crime. When a person steals, or creates 
a disturbance in the street, or strikes another and injures 
him, or does anything that the law forbids because it is 
wrong, such a person is a criminal. He breaks the law, 
and the Government must interfere. When he is arrested, 
the town, the city, or the state, in other words, the People, 
is the plaintiff. Tlie criminal is the defendant. His case 
is called a criminal case. 

A Criminal Case. — If a man has committed a minor 
crime, or misdemeanor, someone who is injured by it goes 
before a justice or magistrate and makes a complaint. This 
must be in writing. It tells the name and residence of 
the person who is charged with the crime, and when and 
where the crime was committed. It then asks to have the 
person arrested. 

The magistrate gives a constable or a policeman a wa7'- 



LAW AND JUSTICE 265 

rant which tells the officer to find the person who is cliarged 
with the crime and bring him to court. When tliis is done, 
the magistrate sets a time for his trial, or examination. 

The next step is for the magistrate to give the officer a 
paper called a subpoena for each person who may know 
anything about the case, telling him to appear as a witness 
at the trial. The witnesses must tell under oath what they 
know about the case. 

The Trial. — At the trial the prisoner is asked to plead. 
The charges against him are first read to him, and then 
he is asked whether he is guilty or not guilty. If he pleads 
"Guilty," the magistrate sentences him. The sentence is 
usually to pay a certain fine or to spend a certain time 
in jail, or it may be both. If the prisoner pleads "Not 
guilty," his case must be tried. 

- The Testimony. — At the trial the witnesses for the prose- 
cution are first examined. When \\\cy have told their story, 
the prisoner or his lawyer may question tliem to test their 
truthfulness and to bring out other facts in favor of the 
prisoner. Then the witnesses for the prisoner are examined. 
These may also be questioned by the lawyer for the People, 
called the district attorney or the public prosecutor. All 
witnesses must first swear that they will "tell the truth, 
the whole truth, and notliing but the truth." I*^or maldnjj; 
any false statements they may be sent to prison for the 
crime of perjury. 

Argument. — After all tlie witnesses have been examined, 
eacli of tlie lawyers malvcs an address to the court. Each 
tries to show I'casons why the court sliould make a decision 
in favor of his side. 

The Verdict. — After all this comes the judge's decision. 
If he thinks the case against the prisoner has been proved, 
he decides that the prisoner is guilty and tells him what 
his fi7ie or his sentence is to be. If he does not thinlv the 
prisoner guilty, he tells him that he is discharged. 



266 THE UNITED STATES 

Appeal. — If the prisoner is declared guilty and he is not 
satislied with liis trial, he may appeal. If the appeal is 
granted by a higher court, his case is tried over again. 

Bail. — When the judge of a lower court finds that a 
case is too important for his court, he orders the prisoner 
held for trial at the next session of the higher court. The 
prisoner is "bound over." This means that he must get 
some responsible citizen or company to sign a bond agreeing 
to pay the Government a certain sum of money if the 
prisoner does not appear at the higher court when his case 
is called. This is called giving hail. The amount of money 
to be paid is fixed by the judge and named in the bail bond. 
The object of this arrangement is to prevent the prisoner 
from running away. If he does run away, his bondsman 
has the right to arrest him if he can find him. 

If the prisoner has no friends who are willing to sign 
a bond for him, then he must go to jail and wait until 
the time of his trial. When a prisoner is charged with a 
serious crime, such as murder, he is not allowed to give 
bail. In such case he must go to jail. 

The Jury. — The Constitution of the United States guar- 
antees to every person accused of crime or sued at law a 
trial before a jury of his fellow citizens. Twelve men or 
women are selected to hear the testimony and then to 
decide the facts in the case. The trial of a case before 
a jury begins in the way already described for the magis- 
trate's court. The plea, the testimony, and the arguments 
are just the same. Then the judge tells the jury what 
the law is in the case being tried, what kind of verdict 
they must give if they think the charges have been proved, 
and what their verdict should be if they think the charges 
have not been proved. 

The Decision. — The jurors then leave the courtroom and 
go to a room by themselves where they remain in secret 
discussion until they agree. All of the twelve jurors must 



LAW AND jrSTICE 



267 



vote the same way before they can give a verdict. When 
they have agreed, they return to the courtroom, and the 
foreman reports to the court what they have decided. 
►Sometimes they cannot agree, and the foreman must report 
ix disagreement. The case may then be tried before another 
,jury. 

The Sequence. — When a jury has given a verdict that a 
prisoner is guilty, the judge must pronounce sentence. He 



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Photograph from Pacific & Atlatuic Photos 

A Jury Trial in a Criminal Court 

The clerk of the court is seated below and in front of the judge's bench. Facing 

him in the picture the defendant sits at a table with his counsel. A prospective juror 

in the witness stand is being examined by the defendant's counsel. In the 

jury box at the right are five jurors already accepted by both sides. 

tells the prisoner what his punishment is to be. If the 
jury's verdict is that the prisoner is innocent, he is released 
a free man. 

Civil Cases. — In a civil case the parts taken by the judge, 
the lawyers, and the jury are much the same as in a 
criminal case, but the case begins and ends quite differently. 
The defendant is not arrested. He is sued, and generally 
some of his property is attached. This means that it is 
held bv an officer of tlie court to be used in settling the 



268 THE UNITED STATES 

case if it is decided against the defendant. If the jury gives 
a verdict against the defendant, they also decide how much 
money he shall pay to settle the case. 

Certain cases are tried without a jury; then the judge 
decides how much shall be paid. If the defendant settles, 
that ends the case. If he does not settle, the court orders 
the sheriff to sell some of his property to get money with 
which to settle with the plaintiff. The law, however, does 
not allow the sheriff to sell a laborer's tools or clothing or 
household goods, because this would take away his means 
of working and earning a living. 

Persons should not go to law unless they have to. Suits 
are expensive, even for the winner of the ease. 

Probate Courts. — Probate or surrogate's courts are a 
special kind of court to care for the estates of deceased 
persons, orphans, and those who cannot take care of their 
own property. 

If a person dies and leaves a will telling what is to be 
done with his property, this will must be examined by the 
probate court to see if it is genuine. If the court finds 
that the will is properly made, it is recorded. Then the 
executor or person named in the will to distribute the 
property receives papers from the court giving him 
authority to do what the will says shall be done. 

If a person who owns property dies and leaves no will, 
the court appoints an administrator to distribute the 
property among the heirs according to the law of the state. 

If any of the heirs of a deceased person who leaves no 
will are under twenty-one years of age, the court appoints 
a guardian to take care of their part of the property until 
they become of age. If persons become insane or weak- 
minded and cannot care for their own property, the court 
appoints a guardian for them, too. The court must see to 
it that all these estates are cared for honestly and properly. 
If disputes arise, the court must settle them. 



LAW AND JUSTICE 



269 





Word Drill 




neighbor 


jail 


justice 


civil 


complaint 


subpoena 


testimony 


prisoner 


witness 


lawyer 


decision 


bond 


jury 


plea 


foreman 


probate 


estate 


orphan 


executor 


administrator 


guardian 


magistrate 


misdemeanor 


record 



Review Exercises 



10. 
11. 
12. 
13. 
14. 



Wliat are laws? 

Are they necessary? "Why? 

Who makes laws? 

What is the main object of a law? 

Who enforces tlie law in our conuiiunity? 

How are offenders punished? 

In case another person owes you some money 

to pay, how may you obtain it? 
What is a warrant? 
What is a trial? A plaintiff? A defendant? 

A magistrate? Testimony? A verdict? 

sentence? An appeal? Bail? 
What is the meaning of the word "guilty"? 
W^hat is the meaning of the word "discharged"? 
What is a' jury? How is it selected? 
Can you be on a jury? 
What is a probate or surrogate's court for? 



: and refuses 



A criminal? 
A fine? A 



CHAPTER IX 



EDUCATION 



America means equality of opportunity for each individual, by his 
own effort, to work out his own happiness. — Myers. 

Opportunity for All. — Education in the United States is 
for all. Americans are glad and proud to see their chil- 
di-en and their neighbors' children learn. They do all 
they can to help them. In the public schools rich and 
poor, native-born and foreign-born, sit side by side and 
study and play together. They have the same teachers, 
use the same books, and learn the same lessons. Poor 
boys become rich, happy, and useful men. Then they 
want to help others. All, you see, have a chance. Each 
one's success, however, depends upon himself. 

Abraham Lincoln, one of the poorest boys ever born, 
rose to be one of the greatest men in the history, not 
only of the United States, but of the whole world. 

If children are idle or lazy or careless, they will not 
succeed. It is the privilege and duty of every individual 
to seize the opportunities which no other country on the 
face of the earth offers to its people. If the boys and 
girls of this great country study hard, work well and 
take pains, and are honest, kind, and useful, they will 
be respected and helped by others. They will have a 
splendid opportunity to become good citizens and success- 
ful and happy men and women. 

Public Schools. — The chief object of the public schools 
is to make good, useful, and healthy citizens of our city, 
our state, and our nation. The pupils are taught to be 

270 



EDUCATION 



271 



useful, not only to themselves, but to others as well. It 
requires a large sum of money to maintain the school 
system of our district or city. In practically every com- 
munity in this country more money is spent for the schools 
than for any other department of the government. Every 
intelligent individual will agree that the money is well 
spent when it goes for education. 




Courtesy of William B. Ittner 



A Public School 



Modern school buildings are designed for beauty as well as utility. This is the 
Central High School, Minneapolis, Minnesota. 

We need to be educated in order to know how to 
work and get a good living for ourselves and for those 
who depend upon us. But it is not enough to know how 
to work. We must know also about our country and our 
government in order to know how to do our part in 
governing ourselves and others in making our country a 
good place to live in. 

If we are educated and our neighbors are not, they 
may make a great deal of trouble by not knowing the 



272 



THE UNITED STATES 



laws and Avhat is right or wrong to do. So we have laws 
in all the states compelling children to go to school. Oiu' 
public schools are free, so that all, even the poorest, can 
go. In most schools the nse of books and supplies is also 
free. 

Evening Schools. — Many working people want to get an 
education but cannot attend day schools. Most large 




An Evening Class of Foreign-Borx, New Haven, Connecticut 



towns and cities and a great many small ones have even- 
ing schools to help such people. Many thousands of those 
Avho come from foreign countries Avish to learn to read 
and write English and to learn what will be useful to 
them in getting a living. A knowledge of our language 
will help these people in securing employment and in 
getting about from place to place. They will be able 



EDUCATION 273 

to do without interpreters, who are sometimes unreliable. 
Knowledge of the language will enable them to read and 
understand safety signs, warnings, and rules or regiila- 
tions that are posted for the benefit of the general public. 
It will aid them in reading and understanding legal 
papers requiring signature. The public evening schools 
prepare those who desire to pass the naturalization tests. 



Vocational Evening Schools Offer Opportunities to Learn Trades 

This is an evening class in the machine shop of the Carter H, Harrison Technical 
High School, Chicago, Ulinois 

In a number of states persons up to a certain age who 
do not speak and understand English must attend school. 
These schools take great care to teach things that will 
help to make good workmen and good citizens. It may 
be a bit hard to attend school after a day's work, but 
Ave must remember that anything worth having is worth 
working for. Certificates or diplomas are awarded to 



274 THE UNITED STATES 

students when tliey have completed their studies in the 
evening school. 

One very useful subject for all who work in machine 
shops or for carpenters or builders is drawing. Arith- 
metic is very important in every kind of business. The 
story of our country's history, our laws, our institutions, 
and our customs will help make us more useful and happy. 
Many people are doing better work and earning larger 
wages because of the education they received in evening 
schools. 

Many immigrants make a great mistake when they 
delay in learning the English language. The best place 
in which to learn how to speak, read, and write the new 
language is a good evening school. When you knoAv the 
language well, it will be easier for you to get the kind 
of work you like to do. You can then earn more money. 
You will be happier and more useful. Listen to a story 
that thousands of people have learned from the motion- 
picture screen. This Avill show what you can do. 

The Story of Petp:r Bruno^ 

Peter Bruno lived in Italy. He had heard that America 
is the land of opportunity, and he left his home and 
sailed for the United States. On arriving here, he found 
Michael, his boyhood friend, at the dock. Michael had 
been in America twelve years and had learned to love 
his new home because he had been prosperous and happy 
here. Michael took Peter home Avith him and showed 
him his new house and garden and his happy family. 
Peter wished that he Avere as prosperous as Michael. 

The next day they started to find a job for Peter. They 
visited many factories and found plenty of jobs Avaiting 
for somebody. But just as soon as the foremen of the 
factories learned that Peter could not speak English, they 

' Based on the film ' ' The Making of an American, ' ' by permission, 
of the Worcester Film Corporation, Worcester, Massachusetts. 



EDUCATION 275 

said, "Nothing doing." Jobs for workmen who do not 
speak English are hard to find. 

At last they fonnd a group of Peter's own countrymen 
M'ho had not learned English. They were pushing wheel- 
barrows and digging trenches on a big construction job. 
Peter got a chance to work with them for small pay and 





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"Jobs for Workmen Who Do Not Speak English Are Hard to Find" 

went to live in a poor tenement. One morning he was 
wheeling a load of bricks to the elevator which was to 
lift them to the place where they were to be used. On 
the elevator he saw a sign which said: 



WHEN THE BELL RINGS 
KEEP CLEAR OF THE GATES 



The bell was ringing but Peter could not read the sign, 
and he did not know what it said. He went ahead with 
his load just as the elevator started to rise, and he was 
caught by the car and badly hurt. Help came at once, 
and Peter was taken to a hospital, where he remained 
many weeks. 

When he was able to go home, he passed the post office. 



276 



THE UNITED STATES 



There he saw a sign printed in several hiniiuages. 
of these languages was Italian, and Peter read this : 



One 



HELP YOURSELF 

Speak English 
Free Public Evening- School 



AIUTATE vol STESSI 

Parlano I'Inglese 
Scuola Pubblica Serale Gratuita 



POMOZ SAMEMU SOBIE 

Mowi^ po Angielsku 

Bezplatnej Wieczorowej Szkoly 

Publicznej 



Peter determined to learn English at onec. He went 
to the schoolhouse, where he found many others like 
himself who were anxious to learn the new language. 
The teacher of his class went to the door and opened it. 
At the same time she said very slowly and clearly; 
"I — open — the — door." The pupils repeated the words 
after her. Then the teacher wrote the words on the black- 
board, and the pupils wrote them on paper. In the same 
way the teacher taught them ''go," ''stop," "sit," 
"rise," and many other useful words. Week after week 
Peter attended the school and enjoyed his lessons. He 
was proud and happy over his new knowledge. All the 
members of the class were careful to have their hair 
combed, to be neat and clean, and to have their clothes 
well brushed every evening. 

Peter's knowledge of English now enabled him to get 
a good job in a machine shop where the foreman said, 
"You can easily earn good pay at this job." 

In the spring, when the night school closed, all the 
pupils stood and sang "The Star-Spangled Banner." 
After the singing the teacher gave certificates to Peter 



EDl'CATION 



277 



and the others who had learned their lessons well all 
winter. 

Peter soon left the poor tenement where he had lived 
and bought a pretty cottage with a little garden. Here 
he was happy Avith his wife and children. He began to 
take an interest in the work of the community. As a 
result he was elected a member of the city council. One 
day he made a speech in favor of some improvements 
that would make the city a better place to live in. His 



1 


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"'Tell your Friend to Go to the Evening School and Learn English. 
That Is What 1 Did Myself.'" 

speech had great influence, and the council voted in favor 
of the improvements. 

Peter was now so popular that he was soon elected 
head of the council. At the factory he had made good 
and had been promoted until he w^as now foreman of the 
very shop from which he was turned away before he 
learned English. One day a Slovak came to his shop 
looking for a job. He could not speak English, and an 
interpreter had to speak for him. Peter remembered the 
time when he himself was just as helpless as the Slovak 
before him, and he said to the interpreter: "Tell your 
friend to go to the evening school and learn English. 
That is what I did. myself." 



278 THE UNITED STATES 

Plant Schools. — Diirino; the past few years many indus- 
trial plants throughout the country have organized 
classes, especially for instruction in English and citizen- 
ship to foreign-born employees. The classes, in many 
cases, meet during working hours. This makes it very 
easy for the workers to get some schooling. 

High Schools. — Every boy or girl who goes through our 
town or city elementary schools and learns well what is 
taught in the common subjects, such as reading, writing, 
spelling, arithmetic, grammar, civics, geography, and 
Jiistory, can go to high school and get a still better educa- 
tion. The high schools, like the graded schools, are free 
to the pupils. In the large cities there are evening high 
schools for those who are prepared to enter them. 

Colleges. — There are colleges and universities in all parts 
of the country for those who can go farther than the 
high schools. These prepare men and women to become 
lawyers, doctors, engineers, teachers, and clerygmen, and 
to fill other positions requiring much learning and 
training. 

In a number of states and in some cities there are free 
state or municipal colleges or universities. The other 
colleges are usually not quite free, but they charge 
students only a small part of what it really costs to 
educate them. Those who are poor can often get special 
iielp to make it easier for them to pay their expenses. 
Americans believe that it pays to have good schools of 
every kind and to give the people as much education as 
possible and as nearly free as possible. 

Special Schools. — There are many special schools that 
fit persons for some one kind of work. For example, 
there are free normal schools where teachers are trained ; 
agricultural schools to teach the best ways of managing 
a farm ; business schools ; and trade schools. Other special 
schools teach the blind, the deaf, orphans, and others 



EDUCATION 



279 



who are unfortunate. Many of these special schools are 
paid for by churches and by kind people who wish to 
help the unfortunate. The United States Government 
maintains special schools for the education of wounded 
soldiers who served in the World War. If you are in- 
terested in any special type of school, communicate with 
your local superintendent of schools. He will gladly 
furnish the desired information. 




Copyright F. B. Robinson 

Airplane View of the College of the City of New York 

This municipal university enrolls in all departments and branches more than fifteen 

thousand students. Tuition is free to residents of New York City. In 

the great Stadium concerts are given nightly during the summer. 

Continuation Schools. — Many states of the country have 
established by law part-time or continuation schools. 
Their purpose is to give instruction to boys and girls 
under seventeen or eighteen years of age who are em- 
ployed but who have not completed at least an elementary 
school course. The boys and girls must attend these schools 
at least once a week for four or more hours. The pupils 
receive much valuable instruction which fits them to become 
happy and successful workers and citizens. 



280 THE UNITED STATES 

School Attendance Laws. — The law usually says that 
childi'cn must begin to go to school when they are seven 
years old and continue to go until they are fourteen. 
If they cannot read and Avrite when they are fourteen, 
they can be compelled to go until they are sixteen. The 
school authorities may examine them when they ai'e four- 
teen or fifteen to see how much they have learned. If 
the school officers think they have not learned enough 
so that they ought to leave school, they can send them 
back to school until they are sixteen. In New York and 
Massachusetts, if they cannot read and write, they must 
go every year to a night school or some other school 
until they are twenty-one years old. 

Of course, all children may go to school before they 
are seven years old and may stay after they are fifteen, 
but the law does not require them to do this. Parents 
should keep their children in school as long as they pos- 
sibly can. This will make them better able to care for 
themselves when they grow older. It is a serious mistake 
to put young children to work just as soon as the law 
permits. 

Parents who do not obey school-attendance laws may 
be punished by fine or imprisonment. Each state has 
school laws and attendance laws of its own, and it is 
important that we learn what these laws are in our own 
state. 

Support of Schools. — Who pays for the building of the 
schoolhouses, teachers' salaries, janitors' service, light, 
heat, and necessary supplies for the pupils? This is all 
paid for by taxation. Those who own the land and build- 
ings in our town or city pay an annual tax on their 
property. Those who do not own their homes pay rent, 
which includes part of the tax. Part of the money 
collected in this way is used for the support of our 
schools. 



EDUCATION 



281 



which includes part of the tax. Part of the money col 
lected in this way is used for the support of our schools. 
Public Libraries. — Practically every community in this 
country, no matter how small, has a public library. Here 
we find all kinds of good books and magazines. Not 
only are there story books, but books on history, 
geography, travel, and any trade in which we may be 
interested. The librarians are trained for their work and 




Courtesy of Houghton, Mifflin Comvany 

Main Reading Room of the Boston Public Library 

are very anxious to be of service to us. We may read 
the books in the reading rooms or take them home and 
keep them two weeks without paying anything. The 
town or city, or sometimes people who wish to help the 
public, pay for them so that all may have plenty of good 
reading. Many people have educated themselves through 
reading good books. Some libraries also have a supply 
of books in foreign languages. 



282 



THE UNITED STATES 



Newspapers. — No intelligent person should fail to read 
at least one English newspaper daily. Newspapers bring 
to oiir doors for a few cents reports of what is happening 
all over the world. If yon want to know what is taking 
place in Russia or in England at the present time, turn 
to the papers. The newspaper publishers employ many 
reporters whose business it is to gather the latest news 
for the benefit of their readers. 




Main Hall of the Field Museum of Natural History, Chicago 

Not only do the newspapers furnish us with news, 
-which is their chief business, but they give us other useful 
and interesting infoi-mation. When new laws are passed 
by Congress, by the state legislature, or by our city or 
town government, the newspapers are the first to publish 
the information for the public. Many short stories, timely 
editorials, and advertisements of one kind or another 
are also found in the daily newspapers. 



EDUCATION 283 

Persons who do not read newspapers cannot know what 
is going on about them, and so they remain ignorant. 

Museums. — Many cities and towns have museums con- 
taining very beautiful and costly pictures, statues, and 
other works of art and collections illustrating natural 
history and the life, customs, and products of the peoples 
of foreign countries. One may learn a great deal and 
enjoy much pleasure by spending a few hours now and 
then in one of these museums. 

Word Drill 

success opportunity community 

foreign employment interpreter 

signature naturalization certificate 

museum library attend 

Review Exercises 

1. For whom is education in the United States? 

2. Upon what does one's success depend? 

3. What is the chief object of the public scliools? 

4. Why do we need to be educated? 

5. Why is a knowledge of the language of this country im- 

portant ? 

6. Wliat have you learned at the evening schools? 

7. Tell the story of Peter Bruno in your own words. 

8. What do you understand by plant schools? 

9. How do the high schools differ from the graded schools? 

10. What are colleges for? Are they free? 

11. Name and locate the colleges in our state. 

12. What are normal schools for? Agricultural schools? 

Business schools? Trade schools? Continuation schools? 
Schools for the unfortunate? 

13. Must the children of our town attend school? What 

happens if they do not? 

14. Who supports the schools? Why? 

15. Have you visited the Public Library? What for? 

16. Why do you read the newspapers? 

17. Has our town a museum? Have you visited it? What 

did vou learn there? 



CHAPTER X 
USEFUL AND RESPECTED CITIZENS 

The Duty of Becoming Citizens^ 

Most people come to this country to better their con- 
dition. Some of them plan to remain here a few years, 
save some money, and then return to the land of their 
birth. While we do not begrudge the money they would 
take with them as long as it was earned by honest labor, 
we would prefer to have them remain here. 

However, many of them after living a few years in this 
country convince themselves that it is better for them to 
remain here and enjoy a better standard of living and of 
liberty than they would in their own country. People that 
decide to remain here should become citizens. Too many 
people only think of becoming citizens because of the rights 
they will acquire by doing so. 

They are only partly right; they forget that whoevei* 
has rights has also duties. It is their duty to become 
citizens ; they owe it to all the other people who are already 
citizens. People living in this country enjoy rights and 
privileges given to them by laws, laws made by the gov- 
ernment, which government consists of all citizens of the 
United States. 

Therefore, as they have the privilege, they should feel it 
their duty, to assume their share of responsibility in mak- 
ing and upholding the laws of the country. 

During the World War many foreign-born, living in the 
United States, felt this duty and made their application 
for citizenship in order to be able to enlist in the army, 
and by their fighting demonstrated that in devotion to the 
flag and in the execution of their duties, they were equal 
to native-born soldiers. 

^ Written by Frederick Ghio in the advanced class of the Bristol, 
Connecticut, evening school after he had been in this country six and 
one-half years and had attended evening school for two terms. 

284 



USEFUL AND RESPECTED CITIZENS 



285 



Law and Order. — To have liberty means to be free to 
do what is right. Ignorant people sometimes think that 
liberty means freedom to do anything they wish without 




Copyright, Ewtng Galloway 

Liberty Enlightening the World 
The Statue of Liberty in New York Harbor. 

respect for the rights and comfort of others. If this were 
so, the strong man could take the weak man's food, or 
money, or clothes, or home. People who did not agree 
would fight to settle all their disputes. Nobody would be 
safe under such an arrangement. 



286 THE UNITED STATES 

Every civilized country must have an organized govern- 
ment. There must be laws for the protection of life and 
property, and all must agree to obey them. The first and 
highest duty of all who live in this country, whether 
citizens or not, is to obey the laws. So in every city we 
have many officers, or policemen, to see that people do 
not disturb others. They also arrest those who break the 
laws. In the towns there are constables who have to keep 
order. All of us here in the United States are free to be 
happy and to make the best of the opportunities offered 
to us, but we must not interfere with the happiness of our 
fellowmen. Where there is no law and order, there is 
anarchy. 

We also have soldiers in every state, but the American 
people are so well behaved that there is very little for 
soldiers to do. Many people live all their lives without 
ever seeing soldiers in their towns to settle any kind of 
trouble. But sometimes it happens that large numbers of 
men get excited and begin to fight or to destroy the prop- 
erty belonging to someone who they think has done them 
a wrong. If the police and the constables and the sheriffs 
cannot make the crowds obey the laws and have theii- 
troubles settled by the courts or in some other peaceful 
way, they may send to the governor of the state for soldiers 
to help them. 

Anarchy ^ 

Liberty, Liberty, Liberty, they want ! 

As governments put a restraint on liberty some people 

would abolish all governments and establish a real and 

true liberty. 
The liberty which the rule, "Each for himself, God for 

all," would permit. 
The liberty of the sparrow wlio is charmed and swallowed 

by the snake. 



■ Written by Frederick Ghio. 



USEFUL AND RESPECTED CITIZENS 287 

The liberty of the lion which roams the forests and may 

be freely shot by the hunter. 
The liberty that the savages enjoy, who when sick are 

left to die by themselves. 
The liberty that ages ago men had of making slaves of 

other men inferior to them. 
Such is the liberty that anarchists would like to impose 

on the people of the world. 

Revjards. — In some countries men receive high honor 
because of their birth, or class, or title. In this country 
men count for what they are and what they do. The son 
of the poorest laborer, native or foreign-born, may rise 
to the highest position of honor. The very best places are 
often filled by those who have struggled up from poverty. 
Honesty, kindness, education, patience, and hard work win 
against all difficulties. 

We must be useful if we would be successful. If we 
can do work or carry on business that helps other people, 
they will gladly pay us for our work, and we shall prosper. 
This means that we must take care of our health, make 
ourselves strong, and be clean and temperate in our lives 
and habits. We should learn to do useful work and to 
aid and help others in every way. 

Respect. — We all wish to be respected. If we deserve 
the goodwill and respect of others, then we shall be 
respected. If we are selfish, people will not like us. If 
we are dishonest, they will not trust us. If we are lazy 
or careless, we shall not be wanted in good positions. If 
we are intemperate, we ruin our health, lose the respect 
of our friends, and liurt our chances of success and happi- 
ness. If we do not respect others, obey the laws, and 
follow the customs that are right, we cannot have the honor 
and respect of our friends. If we wish to be respected, 
we must begin by respecting ourselves. We must take 
care of ourselves. If we are well and strong, it is a dis- 
grace not to earn our own livings and to provide decent 



288 THE UNITED STATES 

homes for our families and to save something for our old 
age. 

We must treat others as we wish others to treat us. This 
is the Golden Rule of life. We should add to the wealth 
of our town and country. We sliould be lionest towards 
our employers and give value for the pay we receive. We 
should be honest and truthful in all our dealings. We 
should keep our homes, our grounds, and our streets and 
roads clean, thus preventing disease. We should help make 
our town or city a good place to live in. We should at 
all times help and encourage our neighbors. We should 
support good schools, help to make good laws, and en- 
courage tlie churches and every good society in all their 
work to help us and our children. 

We must love our home, our town, our state, our country. 
Our government helps to educate us. It protects us and 
our homes. It does a great deal to make it possible for 
us to be successful and happy. AVe should obey all regula- 
tions made by our city or town in order to help improve 
the conditions under which we must live. 

Fire Prevention. — We should especially do all in our 
power to prevent or check fires. We should take special 
care in the handling of lamps, matches, or anything that 
might start a fire. We must caution our children against 
playing with matches or making unnecessary fires. ]\Iany 
children are burned to death every year as a result of 
playing with matches. It is better to use safety matches 
in your home. These do not burn unless they are rubbed 
against the box. Do not leave loose papers, old clothing, 
or any rubbish in your homes or in cellars. 

During the single month of January, 1921, $35,320,000 
worth of property was destroyed by fire in this country 
and Canada. The loss of human lives and the suffering 
caused by these fires can hardly be estimated. About fifty 
per cent of the fires in this country are caused by care- 



USEFUL AND RESPECTED CITIZENS 



289 




CouTtex'j of the Gamewell Fire Alarm Telegraph Company 



BREAK THE GLASS 
OPEN THE DOOR 



TURN THE HOOK 
PULL DOWN THE HANDLE 



A Type of Fire Alarm Box Found in Many Places 

Locate the fire alarm box nearest your home and shop and make sure that you know 

how to operate it. If you discover a tire, send in an alarm at once. 

Do not wait to try to put it out yourself. 

lessness. One lighted match carelessly thrown away may 
be the direct cause of a terrible loss of life and property. 
In New York City alone about a thousand fires every year 
are started in this way. 

You cannot be considered a good and useful citizen if 
you do not take special pains to prevent fires. In the 
country districts do not permit children to make bonfires. 



290 THE UNITED STATES 

The wind sometimes carries the sparks long distances and 
sets homes and barns and forests on fire. 

Should you discover a fire, run as quickly as you can 
to the nearest fire-alarm box and ring the alarm. Do not 
leave the box until the firemen arrive so that you may 
direct them to the location of the fire. You should know 
where to find the box nearest to your home and to your 
place of employment. 

Do not touch a fire-alarm box except in case of fire. 

If you happen to be in a theater, a factory, or any other 
large place when a fire breaks out, do not become excited. 
Keep cool. Look for the nearest exit. Then WALK — DO 
NOT RUN, to that exit as quickly and as quietly as you 
can. Do not try to push anyone in front of you. 

Most states require public places, including places of 
employment, to display signs showing all exits. These 
must be lighted when the rest of the room is darkened. 




Never fill a lamp with kerosene oil when it is lighted 
or when it is near a light or fire. See that the burners 
are kept clean and that they fit well into the lamps; 
otherwise there may be an explosion. Many housewives 
very foolishly pour kerosene oil on a kitchen fire to make 
it start quickly. This is very dangerous and has caused 
many fires and explosions. 

Be Informed. — We should study all public questions and 
be always ready to do what is needed to make our govern- 
ment better. We should read more than one newspaper, 
if possible, in order that we may know more than ono 
side of political and other questions. We should be in- 
terested in what is going on in our community. We 
should attend political meetings for the same purpose. 



USEFUL AND RESPECTED CITIZENS 291 

We should express our opinions on these questions. We 
should think for ourselves and not do as directed or 
requested by others. 

As good citizens we should take a part in the govern- 
ment. We should vote at every election and vote wisely. 
It is only by the votes of the people that this C4overnment 
Avill remain "a government of the people, by the people, 
and for the people." The United States is a government 
of its citizens. If able and honest officials are not elected 
to office, it is the fault of the voters. 

To help support the Government we should cheerfully 
pay our taxes — town, city, state, and national. The money 
collected in this manner is spent for the common good. 

We must constantly bear in mind that citizenship in 
this country, the greatest and grandest in the world, 
entitles us to many precious privileges, but we are ex- 
pected to perform a number of duties in return. It is, 
you see, a "give and take" arrangement. It would be 
most unfair to simply ''take" and not "give." 

If we do our duty to ourselves, our neighbors, and our 
country, we shall have a good conscience. Our neighbors 
will respect us, and our country, "the land of the free 
and the home of the brave, ' ' will be proud of us. We, too, 
shall be proud of our part in helping to make America a 
country that is loved and respected by the whole world. 

Liberty, law, and education ! These tell the story of 
America's glorious past. These are the hope of her more 
glorious future. 

From education come truth and knowledge, before 
whose light error and ignorance flee away, carrying with 
them hate and strife. In their place comes the universal 
brotherhood of man, with faith and hope and love, the 
foundations of all greatness and all happiness. 

AMERICA is the inspiration of the world. Her civiliza- 
tion is fast becoming a model for all the nations of the 



292 



THE UNITED STATES 



earth. Like the rising of the sun, she is bringing light 
and joy to all. 



privilege 
respect 
bonfire 
knowledge 



Word Drill 

liberty 
prevent 
newspaper 
inspiration 



anarchy 
carelessness 
duty 
brotherhood 



Review Exercises 

1. Wliy do most people come to this country? 

2. Why did you come here? 

3. Do all who arrive in the United States remain? 

4. Do we jDrefer to have many who come here return to the 

lands of their birth? 

5. After living here a few years how are many convinced? 

6. Why is it better to remain here? 

7. Are you planning to return to your native country? Why? 

8. What should people do who decide to remain here? 

9. Why do a great many people think of becoming citizens? 

10. Why is it wrong to think only of our rights? 

11. What is our duty? 

12. Name some duties you have as a father or mother, a son 

or daughter, a citizen, a pupil. 

13. What do people living in this country enjoy? 

14. Who gives these rights and privileges? 

15. Name some of these rights and privileges. 

16. Did you have these in your native country? 

17. What duty should all feel who enjoy privileges in this 

country ? 

18. How did many foreign-bom here carry out a duty of 

citizenship during the World War? 

19. What did these men demonstrate by their action? 

20. What does the Statue of Liberty represent? 

21. Where is this statue? Have you seen it? 

22. Who erected it? 

23. What is meant by "to have liberty?" 

24. What do ignorant people sometimes think it means? 

25. Wliv is this idea wi-ong? 



USEFUL AND RESPECTED CITIZENS 293 

26. How should people settle disputes'? 

27. What must every civilized country have? 

28. Why must there be laws? 

29. What is the first and highest duty of all who live here? 

30. Who sees that people do not break laws? 

31. WHiat are all in this country free to do? 

32. W^hat happens where there is no law and order? 

33. Why is there so little for state soldiers to do? 

34. When are they called into service? Who orders them out? 

35. In most foreign countries why do many men receive high 

honor ? 

36. Is this true in the same way in the United States? 

37. Name those things that aid one in winning against all 

difficulties. 

38. To be successful what else must we be? 

39. How may we expect to be respected by others? 

40. What happens if Ave do not respect others or obey the laws ? 

41. What is the Golden Rule of life? 

42. How can you be useful to your town? 

43. What are you doing to prevent or check fires? 

44. How much jn-operty was destroyed by fire during a single 

month ? 

45. How much loss of life and suffering were caused by these 

fires? 

46. What causes most fires in this country? 

47. Why is a bonfire dangerous even in country districts? 

48. What should you do when you discover a fire? 

49. Do you know where to find the fire-alarm box nearest to 

your home, nearest to the school, and nearest to your 
place of employment? 

50. Why must you not touch an alarm box except in case of 

fire? 

51. If you happen to be in a public place when a fire breaks 

out, what should you do? 

52. Tell how to handle an oil lamp. 

53. How do you keep yourself informed? 

54. Why is this advisable? 

55. Why should every citizen vote? 



CHAPTER XI 

NATURALIZATION 

Some of the best stuff in America is in the men who are naturalized 
citizens of the United States. — Woodrow Wilson. 

What is Naturalization. — Naturalization is the process 
by which a person who was born in a foreign country 
becomes a citizen of the United States. The Fourteenth 
Amendment to the Constitution i^rovides: ''All persons 
born or naturalized in the United States, and subject to 
the jurisdiction thereof, are citizens of the United States 
and of the state wherein they reside." Every individual 
who comes to this country to make it his home and to enjoy 
its blessings should become a citizen. In this way he can 
vote, help make the laws, and make his life more useful 
and happy. 

Steps in Naturalization. — There are three steps in the 
process of naturalization : 

1. Declaration of intention 

2. Petition for naturalization 

3. Final hearing by the court 

Declaration of Intention. — Any foreigner, male or un- 
married female, who is eighteen years of age or older, may 
go to the clerk of one of the state or Federal courts in 
the state in which he or she lives and fill out a statement 
declaring his or her intention to become a citizen of the 
United States and to give up his or her citizenship in any 
other country. 

294 



NATURALIZATION 295 



FACTS FOR DECLARATION OF INTENTION 



U. S. DEPARTMENT OF LABOR 

NATURALIZATION SERVICE 



urt, th» Chl«f NftturftllcatloD ExtmlD 

^ „^ .„ y tbat hec«n ftt bis leisure fill In the « 

theqitesUoas. Aflerb^lng filled out tbe form 18 to be returned to tbe clerk, to be used by bim Id properly fllllDg out the 
declaratluD. Care should be used to Niato tn near %h ran he remembered tbe day, moDth, aod year of arrival, aa well as 
the aame of tbe vessel oq whirb tbe alten emigrated tu lhl.<4 country. 

TO THE APPLICANT.— The fee ofonv dollar required by law for tbe declaratloQ, must be paid to the clerk of tbft 
court before be commenres to fill out the declaration of Intention. No fee Is chareeable for this blank, and none 
should be paid for assistance In fllUDg It out, as tbe NaturallzsUon Eiamlner or tbe publlc-scboul teacher will help you 
free of cbarge. 

My name is _ 

Mso known as ■. - - - - — 

(ir kUni bB) used mny ottur oama la Ihla countr;, tb«t name should be abown on line ImmedUuiy abovo.) 

Occupation: =: 

Color: Complexion: ~ , 

Height: feet inches. Weight: „ pounds. 

Color of hair: Color of eyes: . 

Other visible distinctive marks: . 

(U no visible dtoUnctlTV nurlo, ao fteto.) 
(Cltjottown.) (Ceuscrr.) 

Date of birth: „___ _„-. , , 

OtoDlh.) (Day.) (Yaar ) 

Present residence: _ _ , .— > - - 

(Number and EU«et.) ((atyorlown.) {9Ule, TenHory.or District ) 

Emigrated from^: ~, - — 

Xame of vessel: - -- -- ^ ^ — — 

(It the alliui an^ivtMl otherwlM uiaii by vessel, Uw cbaractu ol eoaveyanoe or OAUMof tiaasporUtioa c«mp«Dy shouM be (Iv^ 

Last place of foreign residence: , - 

(City w town.) ((;ouBtiT ) 

*I am married; the name of my mife is ,* she was 

*bom at ; and now resides at 

Jam now a subject of and intend to renounce allegiance to 



( wVlte'olme'and VlUe^'MTMolfD aod country at whicb now a aubjaeii or it clUiBn of a Republic, write name ot RopubUcooly.) 

I arrived at the port of ■. , 

(Cltyoriown) (Slat* or TwrUory ) 

"" ^"(UowiT) ' iiHyT ' (Vw) 

• Note to ci^rk of oocbt.— The two linee indicated by the • contain iriormftrioo which ia provided for by blanks on the lateft 
declaration of iDtentioD form; until euch timeu you may b^- supplied with forma containing these Dlankepaceaine infotniation called 
for herein should be inserted immediately above the twellib bne, whicb begins " It ia my Oo&a bde intention," etc., as requested in 
circular letter of January 5, 1916. w— • 



** Facts for Declaration of Intention" Form 

Anyone may fill out the blank for the applicant, but it 
should be done carefully. It must be signed, however, by 
the individual desiring to become naturalized. One dollar 
must be paid to the clerk of the court before the Declaration 



296 THE UNITED STATES 



U. S. DEPARTMENT OF LABOA 




DECLARATION OF INTENTION 
17* Invalid for all purposes seven years after the date hereof 



S, _ __ _ _ aged _ years, 

occupation _ , do declare on oath that my personal 

description is: Color _. complexion - , height feet inches, 

weight pounds, color of hair , color of eyes 

other visible distinctive marks _ 

I was born in _ 

on the ._ _ day of .._ , anno Domin! i _.. I now reside 



on the vessel _ __: my last 

foreign residence was __; I am married; the name 

of my wife is ; she was bom at 

and now resides at , 

It Is my bona fide intention to renounce forever all allegiance and fidelity to any foreign 

prince, potentate, state, or sovereignty, and particularly to _ 

, of whom I am now a subject; 

I arrived at the port of _ , In the 

State of , on or about the day 

of _ , anno Domini i : 1 am not an anarchist; I am not a 

polygamist nor a believer in the practice of polygamy ; and it Is my intention in good faith 
to become a citizen of the United States of America and to permanently reside therein : 
So HELP ME Cod. 



[SEAL] 



Subscribed and sworn to before me. in the office of "the Cleric of 
said Court this day of ,anno Domini 191 



Ckrk of the Court. 

By . r- Oak. 



"Declaration of Intention" Form 

oj Intention, or "first papers," is issued. No witnesses 
are required at this time. 

A ''first paper" is void seven years after being issued. 
It should be used as soon as possible after two years have 
elapsed after receiving it. 



NATURALIZATION 297 

Petition for Naturalization. — After the applicant has 
lived in the United States for at least five years, provided 
it is at least two years since lie declared his intention to 
become a citizen and one year since he made his home in 
the state in which he applies for citizenship, he may go 
to the court again and petition to be made a citizen. The 
application form he must now use is shown on pages 298 
and 299. Upon this application form must be given the 
names of two witnesses, citizens of the United States, who 
have known the applicant at least five years and who will 
testify to his moral character and to his qualifications for 
citizenship. 

The applicant must pay a fee of four dollars for filing 
his petition. 

Certificate of Arrival. — Those who arrived in the United 
States after June 29th, 1906, must secure a Certificate of 
Arrival before they may obtain their final citizenship 
papers. Apply to the clerk of the court for an application 
form for such certificate. An alien who landed liere before 
that date needs no such certificate. 

Final Hearing h\j the Court. — Ninety days after filing 
his petition, the applicant must again appear in court with 
his two witnesses. These persons must be citizens of the 
United States. They must testify that the petitioner has 
lived in the country for at least five years and in the 
state for at least one year immediately preceding the date 
of filing the petition for naturalization and that he is a 
man of good moral character. Such a person is one who 
obeys the laws of the land. 

The petitioner must take an oath to support the Constitu- 
tion of the United States and to give up being a citizen 
of any other country. Under the naturalization laws the 
petitioner must speak and understand the English language, 
must be able to sign his own name, and must have some 
knowledge of the form and principles of the government 



298 THE UNITED STATES 



U. S. DEPARTMENT OF LABOR 

NATURAUZATION SERVICE 



FACTS FOR PETITION FOR NATURAUZATION 



My name is . 



(Alien aboold at«t« ber* tus true, orlctiuU, i 

Also known as 



1. My place of residence is . 



CNusbtf and turn* ottaon.) (Clt7 or tows.) 



2, My present occupation is , 

3. I waa bom on the day of . 



(CUT or town.) 

., and my last foreign residence wm 



4. I emigrated to tJie United States from 



(Caiiati7.) 

And airrv-ed at the port of . 



(Plftoa TbM* •ilea col en alilp or tnls u 

, on or about the day of . 



<FartoIuilT»L) 

day of , 10 , on the vessel , of the Line, 

l^ first cabin , second cabin « , steerage 



(U tLe klton anlTod otbonrlOT Uub br toooI, Uie □honutiu' or oooTeTuioe or nuoa ot twuporUUon oampa&r •tumid ba itven.) 

at which time xaj height was feet inches ; complexion, ; color of hair, . 



color of eyes, ; occupation, 

k , and accompanied by . 

OUt6.) 

destined to _ 



6. I declared my intention to become a citizen of the United States on tho day of . 

19 , at , in the Court of 

(LoMtkaotwim.) 



"Facts for Petition for Naturalization" Form 

of our country. Special examiners test all candidates be- 
fore the final hearing in court. 

The applicant then receives his certificate of naturaliza- 
tion. This makes him a citizen, not only of the state in 



NATURALIZATION 299 



. married. My wife's name is „ 

(TetKhmer, If » wtdower, shnild jlw the aasae o( hb wL'o whan llUnj, u 
birth, uid Uct ol tiBr de*lhi fi not tourtoil, be atunil J aatar not'^ln 

11 on the day of __„ , I , at 



(CICr or town.) 



_ , and now resides at „ : 

(Counu/.) (Niunbw m 



(Cttj or Iowa.) (SUt« or oaaatrj.) ' ' ' 

the name , date and place of birth, and place of residence of each of said children is as follows: 
, bom day of , 1 , , at ; resides at 



„. , bom day of , 1 , at ; resides at 

, born day of , 1 , at ; resides at ,.^ 

, bom day of , 1 _..., at „-,„ ; resides at _ 

, bom day of , 1 , at „ ; resides at 

, bom _. day of , 1 .; at ; resides at 

, bom day of , 1 , at . ; resides at 



8. I am able to speak the English language. 

9. I have resided continuously in the United States since the day of . — . — , 19... 

(Territory of I 

and in the j State ( since the day of , 19_ 

[ District I 
10. I have heretofore made petition for United States citizenship. 

■ nudo appBcktlaii (or cldMnshlpt Uie tkota TVQolnd^ sbotild bo (uQj atetod Id tb« fADowinc bUaksi) 



I previously petitioned for citizenship to the . 



(CItr at town.) (SUM. Ttmutrj. or DUlrttt.) 

. day of _„ , 1 , which was denied for the following i 



i of such denial has since been cured or removed. 



ooaijikUoDs, uid rasIdtfiM sddnsMS ot two witntaatm. ciOxmM ot the Unlt«d BUUs, who tun kaswo yva lor Bt leut ttra jwn, lost pcgt. u « noldt 

■BSlded (a thd Rtate In wWh potlMon Ismaddtor «l«wl one r«»r, iMt pMt. but leu thu Ove ^Mn, the two wttnossM roust verify tbeeaUre period 
sttJd 6tol^ Ukd the roauilnliiJt porUon of the five y«ar«' reaHJeno 



)f mint tor petlUaa t<M iiMtv»lUfttloD m 



"Facts for Petition for Naturalization" Form — Continued 

which he was naturalized, but of the whole United States. 
It also makes citizens of his wife and those of his children 
who are under twenty-one years of age and who were not 
born in this country. 



300 THE UNITED STATES 

The Oath of Allegiance. — The following is the oath of 
allegiance required of all applicants before they can be 
accepted by the court as citizens of the United States: 




Taking the Oath of Ali-egiance in the Naturalization Court 

I hereby declare, on oath, that I absohitely and entirely 
renounce and abjure all allegiance and fidelity to any sovereign, 
13rince, i^otentate, state or sovereignity, and i^artieularly to 
[name of sovereign of country of birth or republic] of which 
I have heretofore been a subject ; that I will support and defend 
the Constitution and laws of the United States of America 
against all enemies, foreign and domestic ; and that I will bear 
true faith and allegiance to the same, so help me God. 

After all the papers have been filled out and found satis- 
factory to the court the applicant receives a certificate 
lilve the one shown on page 301. This makes him a citizen 
of the United States of America, and he may no\y claim 
the protection of the United States Government wherever 
he may be. 

The Certificate of Naturalization should be carefully 
preserved. It must be produced almost every time a 
foreign-born person desires to prove his citizenship, as, 



NATURALIZATION 



301 



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SOLTTHERN DI STRICT OF NEW YORK 






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//f/'ft///y Mf ja///^//u/-/ ////// , /ir A ///////////■//&>// /yy/.-^/f /////f W/u/n/, ^u/^j// ff/w/ua. 



Certificate of Naturalization 



for instance, when acting as a witness in naturalization 
proceedings, qualifying as a voter, obtaining passports, 
or applying for civil-service positions. A lost certificate 
may be replaced by application to the court by which it 
was issued and the payment of a fee. 

Fu7'tlier Information on Naturalization. — 1. An an- 
archist, one who is opposed to organized government, can- 
not become a citizen of the United States. 

2. A polygamist, one who has more than one wife at 
the same time, cannot become a citizen. 

3. A person convicted of a crime cannot become a citizen. 

4. An alien, when applying for final papers, may alter 



302 THE UNITED STATES 

his name if he can give a satisfactory reason to the court. 
Notify the clerk before the final hearing for naturalization. 

5. In case the petitioner has not lived in the state for 
live years, lie may obtain the depositions of two witnesses 
in the other state or states in which he has lived. The 
clerk of the court will supply blanks for these depositions 
on request. The petitioner must, however, have with him 
two witnesses who have known him for at least one year 
in the state in which he applies for citizenship. 

6. In case of the death, sickness, or inability of one or 
both of the witnesses, new witnesses may be used. The 
clerk of the court should be consulted before any changes 
are made. 

7. Former members of the United States Army, Navy, 
or Marine Corps need not take all the steps for naturaliza- 
tion already mentioned. 

8. Children born in this country are citizens, even though 
their parents are aliens. 

9. Any woman who is a citizen of this country and mar- 
ries an alien loses her citizenship until her husband becomes 
a citizen. 

Voting. — Citizens may vote if they fulfill certain condi- 
tions. They must be at least twenty-one years of age. 
They must have lived in the state a certain length of time. 
In most states tliis is one year ; in some it is less than 
one year. The different states have laws of their own as 
to the length of residence and other requirements for the 
suffrage. 

Everyone who has fulfilled these conditions must also 
go to the proper clerk or registration officer to have his 
name placed on the list of voters. The right to vote is 
one of the most important rights that an American citizen 
can have. He should neglect none of its conditions and 
be sure to use all its privileges. 



NATURALIZATION 303 

I Am An American^ 
L)i\ Frank Crane 

I am an American. 

I belong' to the United States of America, and am proud of 
it, because my country is great and strong, and its ideals are 
just and humane. 

I love my country because it stands for liberty and against 
all forms of slavery, tyranny, and unjust privilege. 

I love my country because it is a democracy, where the 
])eople govern themselves, and there is no hereditary class to 
rule them. 

I love my country because it asks nothing for itself it would 
not ask for all humanity. 

I love my country because it is the land of opportunity; the 
way to success is open to every i^erson, no matter what his 
birth or circumstances. 

I love my country because the oppressed of other countries 
are welcome here, and have all rights and privileges of native 
citizens if they obey our laws. 

I love my country because every child in it can get an educa- 
tion free in its public schools, and more money is spent on 
training children here than in any other country. 

* » * a:- * 

I love my country because the workers are constantly striving 
to improve their condition, wages are higher here than anj-- 
where else in the world, and men, women, and children have 
more to eat and are better clothed. 

***** 

I love my country because life is protected, order is main- 
tained, and propertj^ is secure. 

I love my country because if any one is dissatisfied with 
things as they are he can change them, if he can induce enough 
people to agree Avith him. 

* * * * * 

I love my country because it interferes with no person's 
religion. 

' Keprinted by permission. 



304 THE UNITED STATES 

I love my country because it gives me full opportunity to 
live my own life, and I wish so to live that I shall be of service 
to my country. 

I love my country' because its heroes are such characters as 
George Washington and Abraham Lincoln, who loved to serve 
and not to rule. 

I will serve my country in any way I can. I will strive to 
be a good citizen, and will not do anything nor take part in 
anything that may wrong the public. I wish to live for mj' 
country. 

IF NEED BE, I WILL DIE FOR MY COUNTRY. 





Word Drill 




naturalization 


fee 


examiner 


intention 


petition 


arrival 


landing 


applicant 


polygamy 


alien 


residence 


privilege 



Review Exercises 

1. What is naturalization? 

2. What should e\-evy individual do who comes to this country? 

3. What are the benefits of naturalization? 

4. How many steps are there in becoming a citizen? What 

are they? 

5. Wlaat is the Declaration of Intention? 

6. How old must a person be before he may fill out the 

Declaration ? 

7. Who may fill out the blank ? 

8. When do the "first papers" become void? 

9. When may an alien petition for citizenship? 

10. What certificate must first be obtained by those arriving 

after June 29th, 1906 ? 

11. Where is this obtained? 

12. What happens ninety days after filing a petition for 

naturalization? 

13. To which court must you go? 

14. How many witnesses must accomjiany the applicant ? What 

are they for? 

15. What is an oath? 

16. What oath does a petitioner take? 



NATURALIZATION 305 

17. What does the naturalization examination consist of? 

18. When an alien man becomes a citizen of the United States, 

what happens to his family? 

19. What protection has an American citizen in foreign 

countries ? 

20. Recite as many lines as you can of Dr. Frank Crane's "I 

am an American. ' ' 

21. Who cannot become citizens of the United States? 

22. When may an alien alter his name? 

23. What happens to the citizenship of a woman who marries 

an alien? 

24. What are the requirements for voting in our state? 



CHAPTER XII 

RELIGION 

Religious Liherty. — The Constitution, which is the higli- 
est law in the United States, says that everybody shall be 
free to have his or her own church and his or her own 
religion. Amendment I states: "Congress shall make no 
law respecting an establishment of religion, or prohibiting 
the free exercise thereof." The law does not try to tell 
anybody what church to attend or how to worship his God. 
All in this country are absolutely free to attend church 
or not as they prefer. Great numbers of people from 
other lands, like the PilgTims of Plymouth, have come 
here to be free to worship as they please. We should, 
therefore, respect the religious views of others. 

Church and State. — In many countries of Europe the 
Government helps some one church which is called the 
State Church. In the United States there can be no State 
Church. People are not taxed to support any church. 
The churches are supported by the gifts of the peoi)lc 
who wish to help them. Everyone is free to give as much 
or as little as he wishes. The people believe it is a good 
thing to help the churches. For this reason church prop- 
erty is exempt from taxation. 

Denominations. — There are all kinds of churches in this 
country. There is the Catholic Church, both Roman and 
Greek; the Protestant Church, with its many denomina- 
tions ; the Jewish synagogue ; and churches of other re- 
ligions that have been brought here from Europe and 
Asia. They all have the same liberty and the same rights 

306 



RELIGION 



307 



so long as they do not interfere with one another or attempt 
anything against the United States or tlie welfare of our 
])eople. 

Church Work. — The churches do a great deal to lielj) 
])eople to live good lives. They teach people what is right 
and what is wrong. They conduct missions to aid those 
who are poor, sick, out of work, or in trouble. They help 
strangers and foreigners to keep out of bad company. They 
encourage people to be good and kind and true and to 
treat others as they would like to be treated themselves. 

Simday Schools. — The Sunday schools are cared for by 
the cliurches and help to do the church work. They teach 
l)oth children and grown people what the churches think 
will help them to live religious lives and be good citizens. 
Americans believe it is a good thing to encourage all kinds 
of religious work tliat helps people to live together more 
peaceably, to treat one another more kindly, and to be 
more ]ia])py. 

Word Drill 



religion 

Catholic 

denomination 



worship 

Protestant 

Jewish 



church 

synagogue 

Greek 



Review Exercises 

1. What does the Constitution say about religion? 

2. Wliere is this statement found? 

3. Why did the Pilgrims come to this country? 

4. Did you have religious freedom in your native countrv? 

5. What is a State Church? 

6. Is there such a church in this country? 

7. "Wlio supports the churclies in this country? 

8. Is church property taxed? 

9. Xame some religious denominations in this country. 

10. Describe the work of the churches in your neighborhood. 



CHAPTER XIII 

EMPLOYMENT 

Pleasure comes through toil; when one gets to love his work, his life 
is a happy one.- — Euskin. 

Opportunities for Work. — In our country, because of its 
great size and varied industries, there is almost always 
work for everybody. There is very little room, however, 
for the lazy, shiftless fellow. Occasionally we may have 
"hard times" for a few weeks or months. Then some of 
the factories and workshops may close for a Avhile, and 
in all kinds of business those who hire labor may not 
need so many workmen. The result is that some people 
will be out of work. But these hard times do not come 
often, nor do they last long. Most of the time those 
w^ho learn how to do useful work Avill find w^ork enough 
to do. If we keep ourselves strong and w^ell ; if we learn 
w^hat kind of work is needed and how to do it ; and if 
we are honest, faithful, and well behaved, we shall never 
be long without work. 

Where to Find Work. — There are g number of ways to 
find employment. Look through the ''Help Wanted" 
columns of the daily newspapers. There you will find 
very nicely arranged many calls for all sorts of help. 
Select a few advertisements in your line of work. Put 
the names and addresses of the firms on a piece of paper. 
Go to these places as quickly as possible. Ask to see the 
proprietor, superintendent, manager, or other person in 
charge of employment. If he needs help, he will ask 
you many questions about your experience, wages, and 

308 



EMPLOYMENT 



309 



references. Be sure to tell the truth, because it is right, 
and besides the employer may investigate your statements 
later. 

Another A\ay to obtain work is to visit the public 
employment bureaus maintained by many states and 
cities. These are much better than the private agencies. 
Your teacher will direct you to the nearest office. The 




Courtesy of the J. G. White Engineering Corporation 

Dam Construction on the Ocmulgee River, Georgia 

public employment offices give their help free of charge 
to both workmen and employers. Aliens as well as citizens 
may receive these benefits. 

If you go to a private employment agency, make sure 
that it is a reliable one. Do not sign any contracts or 
agreements unless you fully understand what they mean. 
Sometimes these contracts require you to pay a big part 
of your wages to the agency for its service in getting you 
a job. 



310 



THE UNITED STATES 



Many of the large, and even some small, plants in our 
community conduct their own employment bureaus. Go 
directly to these places. If you are not successful at 
one office, go to another. Do not become discouraged. 
''If at first you don't succeed, try, try again." 







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Photograph from Emng Galloway 

Copper Mining in the Great Anaconda Mine at Butte, Montana 

The Industrial Centers. — In tlie large towns and cities 
of the eastern part of the United States the main business 
is some kind of manufacturing. There is great need for 
workmen who can do work in all kinds of mills and 
factories and shops. 

At first the beginner must not expect to earn large 
wages because he has to learn the business, but as soon 
as he has learned to do good work, he can earn good 
wages. A man must learn to be a skilled workman if 



EMPLOYMENT 



311 



he would got the best positions. Unskilled workmen 
usually learn this and want their children to be educated 
and trained to do skilled work. 

In the Southern and Western States farming and mining 
are now making a great demand for laborers. In South 
Carolina, Georgia, Florida, Alabama, Tennessee. Texas, 
in fact all over the Southern States, the farmers are 
inviting immigrants from Europe to come and settle. 




Courtesy of the United States Department of Agriculture 

A Dairy Farm in Pennsylvania 



They have millions and millions of acres of good land 
that cannot now be cultivated because there are not 
laborers enough. Here, too, the immigrants can find more 
healthful and pleasant homes for themselves and their 
families than in the great cities like New York, Chicago, 
or Boston, where they often have to live closely crowded 
in unhealthful tenements. In the towns and small cities 
of these Southern States there are good opportunities 
for shopkeepers and all kinds of laborers. 



31^2 



THE rXITED STATES 



In the coal mines of Texas and Oklahoma and in the 
mining centers of Arizona, Montana, and other states of 
the West good workmen are much needed. The South 
and the West are but thinly settled. This is Avhy they 
now need so many laborers. 

For many years a number of departments of the United 
States Government have been busy finding out where 




Courtesy of the United States Forest Service 

Lumbering in the Pine Forests of Oregon 



laborers are needed in all parts of the country. They 
do this in order to help foreigners who come to this 
country to find work. Any immigrant who wants to find 
work can inquire of the Bureau of Immigration, Division 
of Information. The officers will help thousands of 
laborers to go where their work is needed and where 
they can find good homes and learn to be good American 
citizens. These people must then learn to live and to 



EMPLOYMENT 



313 



act as good Americans do in order to get the most good 
out of life in America. 

It is well for all to remember that there is always 
'room at the top." This means that those Avho educate 
themselves to do the best work in every business, trade, 
or occupation will "rise in the world" and find that they 
can be successful. There is no other country in the world 
that offers so many opportunities for the advancement of 
the right kind of workman. If you work faithfully and 
intelligently, you will succeed and advance. 



employment 
advertisement 
superintendent 
Oklahoma 



Word Drill 

factory 
manager 
experience 
Montana 



workshop 
experience 
reference 
Arizona 



Review Exercises 

1. What did Riiskin say about work? 

2. Wliat are the opportmiities for work in tliis country? 

3. What are "hard times"? 

4. "What happens during such a period? 

5. Tell different ways of finding work. 

6. Where is the nearest public employment bureau? 

7. Wh}' is this better than a iirivate agency? 

8. If you go to a private agency, what kind shoiild it be? 

9. AVhat should you do before you sign any contract? 

10. What is the main business in the eastern United States? 

11. What kind of workmen get the best positions? 

12. AVhere is there a great demand for laborers? Why? 

13. What kind of homes can immigrants find there? 

14. What bureau of the National Government helps immigrants 

find work? 

15. What is meant by "room at the top"? 

16. How must one work to succeed and advance? 



CHAPTER XIV 

BUSINESS METHODS 

Making Contracts. — In doing business we must make a 
great many bargains and agreements with others. Often 
a long time must pass after an agreement is made before 
it is all carried out. Sometimes people forget their agree- 
ments. Sometimes they are unwilling to carry them out. 
For this reason the law makes certain rules that should 
be followed in making bargains and contracts. If these 
rules are followed, the courts will make the parties keep 
their agreements. 

Signing Papers. — We should be very careful about sign- 
ing any papers. Never sign anything unless you know 
what it says. If you cannot read or understand the con- 
tents of a paper, get someone who can to read it and 
explain it to you. This may save you some money and 
a great deal of trouble. 

Nature of a Contract. — When two persons make an agree- 
ment in which one says that he will do something for 
the other in return for something which he is to receive 
from the other, such an agreement is called a contract. 

If the agreement is an ordinary bargain, such as wlien 
one person sells another a certain article for which the 
other agrees to pay a certain price in a short time, the 
agreement does not have to be in writing. A verbal con- 
tract is good in law, and tlie courts will enforce it if they 
have proof that it was made and understood by both 
parties. Verbal contracts, liowever, are never as safe as 
written ones, because if there is a dispute, it is hard to 

314 



BUSINESS METHODS 315 

])rove just wliat the agreement was. Verbal contracts 
should be made only when we know that we are dealing 
with persons who are thoroughly reliable and when the 
amount of property involved is small and the time between 
the making of the agreement and the settlement is to be 
short. 

Written Contracts. — There are some kinds of contracts 
that the law says must be in writing. If they are not 
written, the courts will not help enforce them. For in- 
stance: 

1. Every contract to sell real estate must be in writing. 

2. Every contract that is not to be carried out until a 
year or more after it is made must be written. 

3. A lease for a house, a store, or any other property 
is not good for more than one year unless it is in writing. 

4. An agreement to be responsible for another person's 
debts must be in writing. 

Void Contracts. — Some contracts are not good even when 
made in writing. For example, the law will not compel 
a man to try to do what is impossible even though he has 
made a bargain to do it. If a man agrees to do something 
that is contrary to law, his agreement is worthless. If 
drunken or insane persons or idiots make contracts, the 
law will not enforce such contracts against them ; on the 
contrary, it will protect them against others who try to 
take advantage of them. A contract made with a minor 
(a person who is under twenty-one years of age) is not 
good against the minor unless it is for things that are 
necessary for a minor to have, such as food, clothing, or 
education. 

Form of Written Contracts. — The law does not require 
any particular form for a written contract. Any writing 
that shows clearly just what each party agrees to do for 
the other and when and where it is to be done is a good 
contract if it is signed by both parties. 



316 THE UNITED STATES 

Credit. — When we go to the bakery and buy a loaf of 
bread or to the shoe store for a pair of shoes, we usually 
carry the money and pay for what we buy. When the 
storekeeper buys a large quantity of goods for his store, 
he does not, as a rule, pay at once. Almost all people in 
business who buy and sell large quantities of goods trust 
one another. They buy and sell on credit. This means 
that if we are in business and buy goods, the man who 
sells them to us will wait a certain time before he asks 
for his money. 

Bank Checks. — Before the end of this time we usually 
send him a check for what we owe him. The man from 
whom we bought the goods may live in a far distant city. 
Instead of sending him our money, we keep a sum of 
money in a bank. This sum must be large enough to pay 
all we owe. When it is time to pay, we send the man a 
paper called a check, which is really an order to our Ijank 
to pay our creditor or his agent the sum of money due. 
This paper the man can send to his own bank, which will 
then get the money for him from our bank. 

The following is the form of a check. If Henry Jones 
lives in Newark, New Jersey, and keeps his money in The 
Merchants and Manufacturers Bank and owes Richard 
Smith $50.75, his check would read like this : 



>lERCHANTS^Mi!LNUFACTCRERS KVTIOXiVL B.VNIv 

^<^lf^ 1^^^ Dollars 



BUSINESS METHODS 317 

Of course, we must always have the money in our bank 
before we can give another person a check. If we do not, 
neither the bank nor other people will trust us, and we 
shall have to pay cash for all we buy. It is a crime- to 
issue a check if there is not a sufficient amount of money 
in the bank to cover it. 

Notes. — There is another way to pay for property if we 
do not have the money on hand. If people know that we 
are honest and can pay them later when they want the 
money, they will sell us property and take our note. A 
note is a promise in writing to pay at a later time. The 
following is the form of a note: 



■MMMf^f^^^^nMM^^^^^MMMMM^MMiMiiM^Mimj^^^MAM^^^MiHM^^^Mi^M 



$Jee_^£££___ Newark.N. J. _^^f!i^r:__/o 15)22, 

Jl^ the/ MONTHS AKTEH DATEC^ PRO>nSF. TOPAYTO THE 



0RI>E:R of CX ^-^^^^-^e^^'t^ /r^T'TIJI^ ^^^yyi^fc<»^Vt^ 



j/i/T'e.ty '-/itj/iv£e-n.t)(/ "/'> 



PAYABLE AT THE MERCHANTS -^MANUFACTURERS KaTIONAL BaNK op Newark, 
For Value received. 



'-/f^rt-X^ C 



Sometimes we have to pay interest to the man who waits 
for his money. Perhaps we pay five per cent (5%) a year. 
If there is to be interest, this must also be mentioned in 
the note. When we give a man our note, we ought always 
to be quite sure that we can pay it when due. After they 
are due, we must pay interest on all notes. If we wait a 
long time and pay interest, this may amount to a large 
sum of extra money that we must pay. 

Deeds and Mortgages. — When a person buys real estate, 
that is, land and houses, he receives a deed showing what 
he owns. This deed must be taken to the town clerk or 
the city registrar and recorded. If the purchaser does 



318 THE UNITED STATES 

not have the money to pay for the house or land, he gives 
a note and also gives a mortgage to the man who sells him 
the property. The mortgage is a kind of deed which gives 
the seller a right to take the property again and sell it 
to some one else if the purchaser does not pay his note 
on time. Poor people should be very careful about giving 
mortgages. 

A Lease. — A lease is a contract by which one person 
grants to another person for a length of time the use of 
certain real estate such as land, buildings, stores, or rooms. 

The lease should contain the names of the parties, a 
description of the property to be used, the term during 
which the lease is to run, the arrangements for the payment 
of rent, and any other agreements. If the lease is for a 
period longer than one year, it should be recorded with 
the town clerk or the city registrar. 

Savings Banks. — Have you noticed some of the children 
in your community always wearing insufficient and ragged 
clothing? This is sometimes caused by the fact that the 
parents are too poor to provide anything better. But this 
is not always the reason. In many families tlie parents 
do not spend their earnings wisely. Sometimes, very un- 
fortunately, the father gambles and loses a large part of 
his pay. The mother, perhaps, does not know how to buy 
food and clothing economically. The children in many 
families spend too much for candies and motion-picture 
shows. 

No matter how little we earn, we should make it a point 
to put away regularly some part of our wages for "a rainy 
day." We can never tell what may happen. We should 
always be prepared against unemployment or sickness. 
Start a savings account. Savings banks are the poor man's 
friends. Some people very foolishly carry large sums of 
money in their pockets or hide their savings at home. The 
safest thing to do is to deposit savings in a bank. 



BUSINESS METHODS 319 

The savings banks take our money and lend it to business 
men and use it in other ways that will bring them a profit. 
They pay us interest for the use of our money and keep 
it safe for us. By putting money in these banks people 
save enough to buy themselves good homes and to take 
rare of themselves when they are old. There is one thing 
to be careful about. Do not put money in a bank unless 
the men who manage it are honest. 

The United States Post Office also receives money, and 
the Government guarantees to keep it safe and to pay 
interest on it. 

Sending Money. — The safest way to send money either 
to places within the United States or in other countries 
is by the use of money orders sold by any post office, express 
company, or public bank. Do not take any chances by 
sending your money any other way. 

Insurance. — Another way of saving money is by in- 
surance. By paying a small sum, called the premium, 
we may insure our liomes, furniture, or other property 
against loss by fire, usually for a period of one year. This 
is known as fire insurance. The premiums of a great 
number of persons all over the country amount to a large 
sum of money, out of which the insurance company pays 
the different individual losses as they occur. Every prac- 
tical business man and householder protects himself against 
losses by fire. No matter how careful we ourselves may 
be, there is no telling what may happen to our property 
through the carelessness of some other person. The in- 
surance company issues a policy to the insured party which 
tells how much the company will pay in case of a loss 
by fire. This is really a contract and should be carefully 
preserved. 

We should also insure our families or others dependent 
upon us against loss through our death. This is called 
life insurance. Under one form of life insurance, called 



320 THE UNITED STATES 

the endowment plan, wc may ourselves receive the full 
amount stated in the policy at the end of a certain period 
which is also mentioned in the policy, usually ten, fifteen, 
or twenty years, if we live that long. Should we die 
before the period expires, then those who benefit by the 
insurance, called the heneficiaries, receive the full amount 
of the policy without any further payment of premiums. 
Just as in the case of fire insurance, the premiums tliat 
we and other policyholders pay to the insurance company 
]nake a fund, which is greatly increased by investment, 
from which all losses are paid. 

We may also insure ourselves or our dependents against 
loss through our injury while at work or otherwise. This 
is known as accident insurance. There are many other 
forms of insurance besides those mentioned here. In plac- 
ing any insurance we should do so only through reliable 
agents, or brokers. 

The business of insurance companies is regularly in- 
vestigated by the state government, and many laws have 
been passed for the protection of those who are insured. 
Many large corporations all over the country issue life- 
insurance policies to their employees free of all charge. 
In many of our states every workman is protected against 
loss of wages resulting from injury while he is employed. 
He is also repaid for expenses for doctors and medicine. 
This is known as workmen's compensation insurance. The 
employers pay for this insurance, not the workmen. 

Corporations. — Companies of business men called cor- 
porations do a large part of the business in America. When 
a group of men want to form a corporation, they go to 
the state legislature or to some state officer and get a 
charter. This tells what kind of business they want to do. 
The laws tell them how they must do it. 

These companies usually sell shares in their business to 
the public. These shares are called .stock. If the value 



BUSINESS METHODS 



321 



of one share is $100, \vc can buy it at that price. At the 
end ol" a year, if the company has done a good business, 
the profits are divided among the stockliolders, that is the 
people who own the shares. Their part of the profit is 
called the dividend. If they want their money back, they 
can sell their share or shares to someone else. If their 
dividend was large, they can get more than $100 for each 
share. If their dividend was small, they may have to 
sell for less than they paid. 

Receipts. — When we pay a man any sum of money, we 
should always get a receipt from him to prove that we 
have paid it. 





Word Drill 




contract 


agreement 


bargain 


credit 


check 


savings 


deed 


mortgage 


interest 


corporation 


charter 


stock 


share 


profit 


dividend 


company 


stockholder 


receipt 


insurance 


premium 


policy 


injury 


dependent 


broker 


per cent 


compensation 


investment 



Review Exercises 



1. Is it proper for people to fail to carry out agreements 

they have made? 

2. When the agreements have been made according to law, 

Avhat will the courts do? 

3. Why should you be careful about signing papers? 

4. If you cannot read or understand an agreement, what 

should you do? 

5. What may this save you? 

6. What is a contract? 

.7. Have you ever made any? Describe one. 

8. Which are safer, verbal or written contracts? Why? 

9. Under the law, what contracts must be in writing? 



322 THE UNITED STATES 

10. Xamc some contracts that will not be enforced under tlie 

law. 

11. Is there any si^ecial form for a written contract? 

12. What is credit? 

13. What is a bank check? 

14. What must we have in the bank before we can issue a 

check ? 

15. What may happen to a ])crson who issues a check without a 

sufficient amount in the bank? 

16. When is a note used? 

17. What is interest? 

18. What is a deed? A lease? What should be done Avith 

them? 

19. What is a mortgage? 

20. Why do some of the children in your community always 

wear insufficient and ragged clothing? 

21. No matter how little you earn, what should you do with 

part of your wages? 

22. What do you mean by a "rainy day"? 

24. Is it safe to carry a large sum of money in your jiocket? 
Why? 

24. What is the safest thing to do with money? 

25. What does the bank do with our money? 

26. What do they pay us? 

27. Before you deposit money what should you be sure of 

abeut the bank? 

28. Where else may you deposit money? 

29. Is the United States Postal Sayings Bank safe? Why? 

30. What is the safest way to send money? 

31. What is a corporation? 

32. How are they organized? 

33. What do you mean by insurance? 

34. Do you carry any insurance? What kind? Why? 

35. Wlien you pay your first premium what should you receiye 

from the company or its agent? 

36. Why is insurance one way of saving money? 

37. What is workmen's compensation insurance? 

38. Does our state provide for this form of insurance? 

39. Why is a receipt for payments necessary? 



CHAPTER XV 

THE UNITED STATES POSTAL SERVICE 

Postal Organization. — Under the United States Constitu- 
tion Congress alone has the right to establish and main- 
tain post offices and to make regulations concerning them. 
All who work in post offices throughout the country are 
employees of the United States Government. 

At the head of the postal service is the Postmaster- 
Ceneral, whose office is in Washington. He is a member 
of the President's Cabinet. 

The post office does a large amount of business apart 
fi'om selling postage stamps and receiving and delivering 
letters. 

Registering Mail. — It is advisable to register at the post 
office all valuable letters and sealed parcels sent any- 
^vhere in the world. The fee for this special service is 
ten cents in addition to the regular postage. Upon request 
by the sender, he will receive a receipt signed by the 
person to whom the mail was sent, showing that it was 
delivered. 

In case of the loss of or damage to registered mail 
addressed to a person living in the United States, the 
Government will repay the sender the value of the con- 
tents up to $50. If the mail is addressed to a person 
living in a foreign country, the value of the matter lost 
is paid for up to $9.65. Very few registered letters are 
lost because every employee who handles such letters 
signs a receipt and must be able to show to whom he 
gave them. 

323 



324 THE UNITED STATES 

Parcel-Post Service. — Not many years ago Congress 
passed a "parcel-post law" which permits the Post Office 
Department to accept and deliver packages as well as 
letters. This affords a very cheap, convenient, and quick 
way of sending packages containing merchandise, includ- 
ing farm and factory products. 

Parcel-Post Insurance. — The Government is not respon- 
sible for the safe delivery of these parcels unless they are 
insured. They may be insured against loss or damage 
])y paying a very small extra fee. A person who sends 
such a parcel will be paid for it if it is lost or damaged 
before it is delivered to the party to whom it is addressed. 
You must tell the clerk at the post office if you Avant a 
parcel insured. You must also state what is in the pack- 
age and its value. After you pay the charges, you will 
be given a receipt for the insured parcel. 

If the goods are worth $5 or less, you pay but 3 cents 
lor the insurance ; 5 cents for a value between $5 and 
$25 ; 10 cents for a value between $25 and $50 ; and 
25 cents if the parcel is worth between $50 and $100. 
This fee for insurance, you must remember, is in addition 
to the regular postage for mailing the parcel, which is 
based upon its weight and the distance it is to be carried. 

Be sure to keep the receipt. In case the parcel is lost 
or the contents damaged, go to the post office with the 
receipt and make your complaint to the proper clerk. 

The post office will send you a receipt from the person 
to whom you send a parcel showing that he has received 
it if you mark on the wrapper "Return Receipt Desired." 
There is no extra charge for this service. 

Special Delivery. — Special delivery is a very quick de- 
livery, of mail by special messengers. By affixing a ten-cent 
special delivery stamp or by using ten-cents worth of 
ordinary stamps and adding the words "Special De- 
livery, ' ' the letter or parcel will be so forwarded. 



THE I NITED STATES POSTAL SERVICE 



325 



C. 0. D. Service. — The post office will also aceei)t a parcel 
to be paid for when delivered. C. 0. D. means "collect 
on delivery." Carry the package to the post office and 
tell the clerk that you want it sent "C. 0. D." The 
value of this package, if not more than $100, will be 
collected by the postman from the person to whom it is 




Copyright, Ewing Galloway 

Interior of a United States Railway Mail Car 



sent. The money will then be returned to you. If the 
parcel is lost or damaged, the Post Office Department 
will repay you up to the amount for w^hich the fee was 
paid. For this C. 0. D. service the clerk will charge 
you 10 cents besides the postage to send the package if 
the amount to be collected is not over $50, and 25 cents 
if the amount is llet^\'een $50 and $100. 



3^26 



THE UNITED STATES 



^ 



20000 



New York, N.Y. 



907827 



M/\R 8-192 2>, 



THE POSTMASTER AT 



United States Postal Money Order 

/ CENTS 



'PhUa^lphla, Pa 



P'AYEE NAMED IN ATTACHED COUPON OF SAME 
5tAL united states. ALASKA EXCEPTED. THE 
ImONEY order OFFICE IN THE CONTINENTAL 
KA EXCEPTED. WILL PAY IF PRESENTED WITHIN 

IE OF ISSUE 



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Front and Back of a Domestic Money Order 

Money Orders. — Never send money by mail. It is very 
unsafe to do so. Use the money -order system. This is a 
safe, cheap, and very convenient way of forwarding 
money to all parts of the United States and its possessions 
and to foreign countries as well. 

There are two forms of money orders, domestic and 



THE rXITED STATES POSTAL SERVICE 



'M7 



20000 



New York, N.Y. 907827 




THIS MONEY ORDER IS NOT GOOD 
FOR MORE THAN LARGEST AMOUNT 
INDICATED ON LEFT-HAND MARGIN 
OF THE ORDER AND ANY ALTERA- 
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HC PERSON TO 

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1. SEND THE ORDER A 
WHOM THE MONEY IS TO 

2. DO NOT MUTILATE 
TACH THEM FROM EACH 
WAY. 

3. IF THE HOLDER DE 
TO ANOTHER PERSON H 
EPACE PROVIDED ABOVE 

4. IF NOT PRESENTED 
PIRATION OF ONE YEA 
MONTH IN WHICH ISSUE 
BY LAW. AND THE OWNE 
POSTMASTER AT A MON 
PROMPTLY FORWARD IT 
APPLICATION FOR A W/ 
THEREOF FREE OF CHAR 


It 


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Front and Back of a Domestic Money Order 
Note the receipt stub, which is to be retained by the purchaser. 

international. Domestic money orders are payable in the 
United States, in its possessions, and in a number of 
smaller places. International money orders are payable 
everywhere else in the world. Nearly all post offices sell 
money orders. 



328 



THE UNITED STATES 



No. 



(Form No. 6001) 

THIRD ASSISTANT POSTMASTER GENERAL Stamp Of IfSUing Offlcj 

DIVISION OF MONEY ORDERS 



The Postmaster 
■will insert 



DOLLARS 


CENTS 







here _ 

the office drawn on, when the office named by 

the remitter in the body of this application is not a Money Order Office. 

Spaces above IbU line are for (he Postmaster's record, to be filled In by hlni. 

Application for Domestic Money Order 

Spaces below to be filled In by purchaser, or, If necessary, 
by another person for him 

Amount 

Dollars .... Cents 



Pay to \ 
Order of / 



(Name of person or firm for whom order (• latended) 



Whose 
Add 



lose 1 
Jress > 
is j 



No.- 



— Street 



}.., 





State 










Sent by... 
















(N«n 


e of Sender) 






Address) 

of y 

6ender J 


No. 








Street 



PURCHASER MUST SEND ORDER AND COUPON TO PAYEG 



Form of Application for Domestic Moxey Order 



Before a money order can be purchased at the post 
office, an application form must be filled out and 
presented at the money-order window. Money orders may 
be purchased for any amount up to $100. For larger 



THE UNITED STATES POSTAL SERVICE 329 

sums you must obtain additional orders. In rural sections 
where there are no post offices, the orders may be obtained 
through the rural mail carriers. 
The fees for domestic money orders are as follows: 

From 1^ to $2.50 3^ From $30.01 to $40 15^ 

$2.51 to $5 5^ $40.01 to $50 18f 

$5.01 to $10 8^ $50.01 to $60 20 Jj 

$10.01 to $20 10^ $60.01 to $75 25^^ 

$20.01 to $30 12^ $75.01 to $100 30^ 

For rates on foreign money orders inquire at the nearest 
post office. They vary for ditferent countries. 

The person presenting a money order for payment, if 
unknown, must identify himself to the satisfaction of the 
clerk. 

Postal Savings. — The safest savings bank in the world 
is the United States Postal Savings Bank. The Govern- 
ment guarantees the deposits. Branches of this bank are 
found in almost every post office in the country. Interest 
is paid at the rate of two per cent a year and begins 
on the first of the month after each deposit is made. No 
interest is paid for a part of a year. 

Any person who is ten years of age or older may become 
a depositor in his own name. An account is opened 
upon payment of at least one dollar. No more than 
$2,500 may remain to the credit of any one person. 

Married women may be interested to know that their 
accounts in the i)ostal savings bank are free from control 
or interference by their husbands. Post-of^ee employees 
are forbidden by law to give any information concerning 
any depositor's account. 

When an account is first opened, the depositor must 
appear personally. After that he need not come himself 
when depositing money. For every deposit a postal savings 
certificate is issued to the depositor. This serves as a 



330 THE UNITED STATES 

receipt. If certificates are lost, stolon, or destroyed, 
notify the post office and new certificates will be issued in 
their place. 

The postal bank sells postal savings stamps at ten cents 
each. A savings card with ten stamps attached will he 
accepted as a deposit of one dollar. 

At any time, without any previous notice, a depositor 
may withdraw all or any part of his savings from the 
postal savings bank holding his account. 









The Proper Way to Address an Envelope 

Care, in Sc7idi7ig 31 ail. — You should be very careful in 
addressing and preparing letters and parcels for mailing. 
Millions of such articles are undelivered every year be- 
cause they have not been properly prepared for mailing 
or because they have been carelessly addressed. 

Be sure to Avrite fully and plainly in ink the name of 
the person addressed, his street and number, city, and 
state. Mention the post office if the mail goes to a place 
where there are no street numbers. 



THE UNITED STATES POSTAL SERVICE 



331 



Then, too, if you are sending the mail, place yonr 
name and address in the upper left-hand corner of the 
envelope or parcel wrapper so that if the person ad- 
dressed cannot be found the mail will be returned to 
you. 

It is required that sufficient postage stamps be affixed 
to the mail matter before it is mailed. 

Forwarding Mail. — When moving from one place to 
another, it is advisable to call at the post office and notify 
the clerk of your change of address. By so doing any 
mail sent to your old address will be forwarded to the 
new place. 

Fines for Defrauding. — Persons who try to defraud the 
Post Office Department are liable to heavy fine or im- 
prisonment. 



postmaster 

register 

defraud 



Word Drill 

postage 

parcel 

sufficient 



letter 

insured 

plainly 



Review Exercises 

1. Can our city establish a post office? "Why not? 

2. Who employs the mail carrier? 

3. Who is at the head of the Post Office Department? 

4. Do you know his name? 

5. Where is his office? 

6. Tell what business you can transact at our local post 

office. 

7. What is registered mail? Wliat is the charge for this 

service ? 

8. What is parcel post? 

9. When is the Government responsible for the safe delivery 

of parcels? 

10. What is the special-delivery service? 

11. What is C.O.D. service? 

12. What is a safe wav of sending money? 



332 THE UNITED STATES 

13. What must you do before you can purchase a money 

order ? 

14. What are tlie two forms of money orders? 

15. What is the safest bank in the world? Why"? 

16. What interest is paid? When does interest begin? 

17. Who may become a depositor? 

18. Wliat payment opens an account ? 

19. Can a man interfere with his wife's account in the jDostal 

savings bank? 

20. "Wliy should you be careful in addressing mail? 

21. In order that undelivered mail may be returned to you, 

what must you place on the envelope or wrapper? 

22. When you move from one place to another, what should 

you leave at the post office? 

23. What happens to persons who defraud the Post Office 

Department ? 



CHAPTER XVI 



DAYS TO REMEMBER 



January 19th 
February 12th 

February 22nd 

April 26th 
May 30th 

June 14th 

July 4th 

First ]\Ionday in September 

October 12th 

First Tuesday after the first 

Monday in November 
Last Thursday in November 
November 11th 



Birthday of Robert E. Lee 

Birthday of Ahrahaju Lin- 
coln 

Birthday of George Wash- 
ington 

Confederate Memorial Day 

Decoration Day {Memorial 
Day) 

Flag Day 

Independence Day 

Labor Day 

Columbus Day 

Election Day 

Thanksgiving Day 
Armistice Day 



Review Exercise 

Without looking at the list above, name the important days 
to be remembered as holidays in our state. Tell all you can 
about each date. 



333 



CHAPTER XVII 

THE UNITED STATES FLAG 

There is a flag in every land, 
There is a flag of every hue, 
But there is no flag in any land 
Like our own Eed, White and Blue. 

The first flag of the United States was made by Betsy 
Ross, in Philadelphia, at the request of Washington. It was 
adopted by the Continental Congress on June 14th, 1777. 

Look at the flag. There are thirteen stripes, alternate 
red and white. How many red stripes are there? How 
many white ones? In a field of blue in the upper left-hand 
corner there are forty-eight white stars. 

The thirteen stripes represent the original thirteen 
states, which, you remember, formed the Union. In this 
way the flag tells a part of the story of our country. 

The forty-eight stars represent the present forty-eight 
states forming the United States. If, in the future, a new 
state should be added to the Union, then another star 
will be added to the flag on the July 4th following the 
admission of the new state. 

Sometimes you will hear people refer to the flag as "Old 
Clory" or the "Red, Wliite and Blue," representing free- 
dom and justice to all. 

June 14th, the anniversary of the flag's adoption, is 
known as Flag Day. On this day American flags are 
displayed everywhere, and patriotic exercises are held. 

You will find the Stars and Stripes waving over every 
school and over every Government building throughout this 
country and in many places all over the world. 

334 



THE UNITED STATES FLAG 33.> 

We all love the flag and should honor and protect it 
at all times. 

THE FLAG GOES BYi 
Henry Holcomb Bennett 

Hats off! 
Along the street there comes 
A blare of bugles, a ruffle of drums, 
A flash of color beneath the sky : 

Hats off! 
The flag- is passing by! 

Blue and crimson and white it shines, 
Over the steel-tipped, ordered lines. 

Hats off! 
The colors before us fly; 
But more than the flag is passing by : 

Sea-fights and land-fights, grim and great, 
Fought to make and to save the State: 
Weary marches and sinking ships; 
Cheers of victory on dying lips; 

Days of plenty and years of peace; 
March of a strong land's swift increase; 
Equal justice, right and law, 
Stately honor and reverend awe ; 

Sign of a nation, great and strong 

To ward her people from foreign wrong: 

Pride and glory and honor, — all 

Live in the colors to stand or fall. 

Hats off! 
Along the street there comes 
A blare of bugles, a ruffle of drums; 
And loyal hearts are beating high : 

Hats off! 
The flag is passing by! 

* Eeprinted by permission of Laidlaw Brothers, publishers. 



336 THE UNITED STATES 

During the War of 1812 between this country and Great 
Britain, Francis Scott Key wrote "The Star-Spangied 
Banner," in honor of our flag, after watching an attack 
by British warships on an American fort. The words were 
later set to music and became one of our national songs. 



THE STAR-SPANGLED BANNER 

Francis Scott Key 

Oh ! say, can you see by the dawn 's early light 

What so proudly we hailed at the twilight's last gleaming, 
Whose broad stripes and bright stars through the perilous fight, 

O'er the ramparts we watched, were so gallantly streaming? 
And the rockets' red glare, the bombs bursting in air. 
Gave proof through the night that our flag was still there. 
Oh ! say, does the star-spangled banner yet wave 
O'er the land of the free and the home of the brave? 



On the shore, dimly seen through the mists of the deep, 

Where the foe's haughty host in dread silence reposes; 
What is that which the breeze, o'er the towering steep. 

As it fitfully bloAvs, half conceals, half discloses? 
Now it catches the gleam of the morning's first beam, 
In full glory reflected now shines in the stream — 
'Tis the star-spangled banner ; oh ! long may it wave 
O'er the land of the free and the home of the brave. 



And where is that band who so vauntingly swore 
That the havoc of war and the battle's confusion, 
A home and a country should leave us no more? 

Their blood has washed out their foul footstei^s' iioUution. 
No refuge could save the hireling and slave 
From the terror of flight, or the gloom of the grave, 
And the star-spangled banner in triumph doth wave 
O'er the land of tlip free and the home of the brave. 



THE UNITED STATES FLAG 337 

Oh! thus be it ever when freemen shall stand 

Between their loved homes and the war's desolation; 
Blest with victory and peace, may the Heav 'n-reseued land 

Praise the Power that hath made and preserved us a nation. 
Then conquer we must when onr cause it is just, 
And this be our motto, "In God is our Trust." 
And the star-spangled banner in trii;mph shall wave 
O'er the land of the free and the home of the brave. 

Let us run high the old Flag, the old, the true Flag; 
the flag of George Washington and Abraham Lincoln; the 
Flag of the government of, for, and by the people; the 
Flag of national faith held sacred and of national honor 
unstained ; the Flag of humali rights and of good example 
to all nations; the Flag of true civilization, peace, and 
goodwill to men. — Carl Schurz. 

Word Drill 
Philadelphia Union anniversary 

Review Exercises 

1. Who made the first flag of this country? 

2. At whose request was it made? 

3. When and by whom was it adopted? 

4. Describe the present United States flag. 

5. What do the stripes represent? 

6. What do the stars represent? 

7. How many stars are there? 

8. Why is this country called the United States? 

9. What will hai^pon to our flag should another state be added 

to the Union? 

10. What names are sometimes applied to the flag? 

11. What does the flag represent ? 

12. AVhen is the anniversary of the flag's adoption? 

13. What is this day called"? 

14. What takes place on this day? 

15. Where will you find the Stars and Stripes? 

16. Do you love the flag? Why? 

17. Who wrote "The Star-Spangled Banner"? When? 



THE AMERICAN'S CREED 

I BELIEVE IN THE UNITED STATES OF 
AMERICA AS A GOVERNMENT OF THE 
PEOPLE, BY THE PEOPLE, FOR THE PEO- 
PLE, WHOSE JUST POWERS ARE DERIVED 
FROM THE CONSENT OF THE GOVERNED; 
A DEMOCRACY IN A REPUBLIC, A SOV- 
EREIGN NATION OF MANY SOVEREIGN 
STATES, A PERFECT UNION, ONE AND IN- 
SEPARABLE, ESTABLISHED UPON THOSE 
PRINCIPLES OF FREEDOM, EQUALITY, 
JUSTICE AND HUMANITY FOR WHICH 
AMERICA'S PATRIOTS SACRIFICED THEIR 
LIVES AND FORTUNES. 

I THEREFORE BELIEVE IT IS MY DUTY 
TO MY COUNTRY TO LOVE IT, TO SUP- 
PORT ITS CONSTITUTION, TO OBEY ITS 
LAWS, TO RESPECT ITS FLAG, AND TO DE- 
FEND IT AGAINST ALL ENEMIES. 

— William T. Page 



PLEDGE OF ALLEGIANCE TO THE 
FLAG 

I PLEDGE ALLEGIANCE TO MY FLAG 
AND TO THE REPUBLIC FOR WHICH IT 
STANDS, ONE NATION, INDIVISIBLE, 
WITH LIBERTY AND JUSTICE FOR ALL. 

PLEDGE OF LOYALTY TO THE CITY 

I WILL BE FAITHFUL TO MY CITY IN 
WORD, THOUGHT, AND DEED. I WILL DE- 
FEND ITS FAIR NAME AT ALL TIMES. 1 
WILL DO ALL IN MY POWER TO MAKE 
MY CITY THE BEST, THE CLEANEST, THE 
FOREMOST CITY IN THE WORLD, 



i3S 



BOOKS FOE FURTHER READING 

Antin^ Maiy, The Promised Land (Houghton, Mifflin). 
Bascom^ L. M., Elementary Lessons in the English Idiom 

(Appleton). 
Bemis, K. L, and Holtz, M. E., llie Patriotic Reader (Houghton, 

Mifflin). 
Brown^ D. M., Health in Home and Town (Heath). 
Bryant, S. C, I am an American (Houghton, Mifflin). 
Carr, J. F., Guide to the United States (Doubleday). 
Cooper, C. S., American Ideals (Doubleday). 
Dole, C. F., The Neiv American Citizen (Heath). 
Doty, A. H., Good Health and How to Keep It (Appleton). 
Dunn, A. W., The Community and the Citizen (Heath). 
FiSKE, John, Civil Government in the United States (Houghton, 

Mifflin). 
Fradenburgh, a. G., American Civics (Hinds, Hayden & 

Eldredge). 
Franc, Alissa, Use Your Government (Dutton). 
GuiTTEAU, "W. B., Preparing for Citizenship (Houghton, Mifflin). 
Hale, E. E., The Man Without a Country. 
Hill, D. J., Americanism^ What It Is (Appleton). 
Hill, Mabel, Lessons for Junior Citizens (Ginn). 
Hill, Mabel, and Davis, Philip, Civics for New Americans 

(Houghton, Mifflin). 
HoxiE, C. D., How the People Rule (Silver, Burdette). 
Hughes, R. 0., Community Civics (AUyn & Bacon). 
Lapp, J. A., Our America (Bobbs-Merrill). 
Leighton, E. v.. Making Americans (Owen). 
Markwick, W. F., and Smith, W. A., The True Citizen 

(American Book Co.). 
MgBrien, J. L., America First (American Book Co.). 
MOLEY, Raymond, and Cook, H. F., Lessons in Democracy 

(Macmillan). 
Morgan, T. J., Patriotic Citizenship (American Book Co.). 
Nida, W. L., City, State and Nation (Macmillan). 

339 



340 BOOKS FOR FURTHER READING 

Parsons, Geoffrey, The Land of Fair Play (Scribner). 
Plass_, a. a., Civics for Americans in the Making (Heath). 
Ravage^ M. E,, An American in the Making (Harper). 
RiCHMAN, Julia, and Wallach, Isabel, Good Citizenship 

(American Book Co.). 
Riis, J. A., The Making of an American (Macmillan). 
Scott, J. F., Patriots in the Making (Appleton). 
Sharps, M. F,, Plain Facts for Future Citizens (American Book 

Co.). 
Steiner^ E. a., From Alien to Citizen (Revell). 
ToLMAN, W. H., Hygiene for the Worker (American Book Co.). 
Turkington^ G. a., My Country (Ginn). 
Watkins, D. E., and Williams, R. E., The Forum of Democracy 

(Allyn). 
Webster, H. H., Americanization and Citizenship (Houghton, 

Mifflin). 
Young, J. T., The New American Government and its Work 

(Macmillan). 



INDEX 



Achievements, American, great, 

150-159 
Airplane, invention of, 154 
Allegiance, oath of, 300 
Amendments to the Constitution, 

182 
'^ America," 178 
America's Bii'thday, 76 
*^ American's Creed," 338 
"Anarchy," 286 
Appeal of cases, 266 
Armaments Conference, 168 
Armistice, World War, 167 
Automobile, development of, 154 



Bail, 266 

Balboa, Vasco, 15 

Ballot, secret, 262 

Baltimore, Lord, 39 

Banks, savings, 318 

Bell, Alexander Graham, 158 

Boston Massacre, 73 

Boston settled, 37 

Bunker Hill, Battle of, 75 

Burbank, Luther, 156 

Burgesses, House of, Virginia, 33 

Burgoyne's surrender, 83 

Business methods, 314^321 



Cabinet, President's, 221 
Cable, ocean, 158 
Cabot, John and Sebastian, 22 
Canal, Panama, 147, 158 
Canals, 158 



Cartier, Jacques, 25 

Caucus, 240 

Champlain, Samuel de, 25 

Charters, city, 244 

Check, bank, 316 

Citizens, duty of becoming, 284 

— how to become, 294-300 

— who cannot become, 301 
City government, 244-253 
commission form of, 248- 

251 

— manager, 251 

Civil cases in court, 267 

Civil War, the, 124-130 

Colleges, 278 

Colonial policy of England, 55- 

58 
Colonies, government of, 54 
Colonists, homes of, 50 

— occupations of, 50 

— social customs of, 52 
Columbus, Christopher, 9-12 
Commerce, Interstate, 234 
Commission government, 248-251 
Confederate States, 124-126 
Confederation, Articles of, 179 
Congress, meetings of, 205 

— membership of, 207 

— powers of, 212-214 
Congressional committees, 207 
Connecticut settled, 38 
Constantinople, capture of, 8 
Constitution, the first ^vritten, 44- 

47 

— of the United States, 185-202 
Constitutions, state, 234 



341 



342 



INDEX 



Continental Congress, First, 72 

— Second, 74 
Contracts, 314 
Conventions, party, 260 
Corporations, 320-321 
Cornwallis; General, 84 
Coronado, Francisco, 17-18 
Cotton gin, invention of, 154-155 
Courts, necessity of, 263 

— probate, 268 

— state, 238 

— United States, 229-231 
Credit, 316 

Criminal cases in court, 264-267 



Decisions, court, 266 

" Declaratio7i of Indcpemlemi 

77-81 
Deeds, 317 
Delaware settled, 41 
De Narvaez, Panfilo, 16 
De Soto, Hernando, 16 
Draft, army, 162 
Drake, Sir Francis, 22 



Edison, Thomas A., 159 

Education, 270-283 

— in colonial times, 51 

Election Day, 258-261 

Elections, primary, 240 

' ' Emancipation Proclamation, ' ' 

Lincoln's, 126 
Employment, 308-313 



Field, Cyrus W., 158 
Fire department, 246 
— prevention, 288-290 
Flag of the United States, 334- 
337 



" Flag Goes By," 335 

Florida discovered, 16 

Foch, General, 165, 166 

Franchises, 252 

Franklin, Benjamin, 61, 109-116 

French and Indian War, 60 



Georgia settled, 42 
Gettysburg, Battle of, 127 
"Gettysburg Address," Lincoln's, 

127 
Government of the colonies, 54 
Grant, Ulysses S., 131-134 



Hague Conference, 160 
Hale, Nathan, 87-95 
Harvesting machinery, 155 
Health department, 247 
Holidays, 333 
Hooker, Thomas, 44 
Howe, Elias, 158 
Hudson, Henry, 39 
Huguenots, in Florida, 25 



"/ Am an American," 303 
Inauguration Day, 219 
Independence voted, 76 
India, trade with, in fifteenth cen- 
tury, 7-9 
Indians, 48 
Initiative, 242 
Insurance, 319 
Irrigation, 157 



Jamestown settled, 31-33 
Jefferson, Thomas, 104-107 
Joliet, Louis, 27 
Jury, trial by, 231 



INDEX 



343 



Kosciuszko, Tadeusz, 96 



Lafayette, Marquis de, 98 
La Salle, Robert de, 28 
Law and order, 285 
Laws, necessity of, 263 

— for school attendance, 280 

— how made, 209-211 
Lease, 318 
Legislature, state, 236 

— city, 244 
Liberty Loans, 165 
Libraries, public, 281 
Lincoln, Abraham, 122-130 
Lincoln-Douglas debate, 124 
Locomotive, development of, 153 
Long Island, Battle of, 82 
Louisiana Purchase, 106 
Ludlow, Roger, 46 



Magellan, Fernando de, 19-21 
Maps : 
Trade Routes in the Fifteenth 

Century, 8 
Early Exploitations in the New 

World, 14 
Magellan's Voyage around ihv 

World, 19 
English Colonies in 1750, 57 
English Colonies in 1763, 63 
United States at the Close of 

the Revolution, 85 
United States and its Depend- 
encies, 146 
United States of the Present 
Day, 178 
Marquette, Pierre, 27 
Maryland settled, 39 
Mayfloioer, 35 
"Mayflower Com-pact," 35 



Mayor, 244 

McKinley, William, 137-140 

Mexican War, 120 

Mississippi River discovered, 17 

Morse, Samuel, 158 

Mortgages, 318 

Municipal government, 244-253 

— ownership, 252 

Museums, 283 



Naturalization, 294-304 
Navigation acts, 70 
Newspapers, use of, 282 
New Jersey settled, 41 
New York settled, 39 
North Carolina settled, 41 
Notes, 317 



Oglethorpe, George, 42 
Orders, Fundamental, of Connec- 
ticut, 46 



Pacific Ocean discovered, 15 
Panama Canal, 147, 158 
Party organization, 257 
Parties, political, principles of, 256 

— origin of, 255 
Penn, William, 40 
Pennsylvania settled, 39 
Pershing, General John, J., 165, 

167 
Pilgi-ims, 33-37 
"Pledge of Allegiance to the Flag," 

338 

— of Loyalty to the City," 338 
Plymouth settled, 33-37 
Police department, 246 
Polo, Marco, 7 

Ponce de Leon, 16 



344 



INDEX 



Postal savings, 329 

— service, United States, 323-331 
President, duties of, 217 

— election of, 258 

— qualifications for, 218 
Presidents of the United States, 

171-174 
Pulaski, Casimir, 97 
Puritans, 37 



Quakers, 39-41 
Quebec captured, 62 



Raleigh, Sir Walter, 29 
Recall, 242 
Red Cross, 164 
Referendum, 242 
Religion, 306 

— in colonial times, 51 
Representatives, House of, 203 
Respect, 287 
Revolutionary War, 73-86 

— its causes, 70-72 

— its close, 84-86 
Roosevelt, Theodore, 142-148 



St. Augustine settled, 29 
School department, 248 
Schools, continuation, 279 

— evening, 272-274 

— high, 278 

— plant, 278 

— public, 270-272 

— special, 278 

Senate, United States, 204 

Separatists, 34 

Sewing machine, invention of, 

158 
Sheriff, 242 



Slavery, introduced in Virginia, 50 

— in the United States, 123-125 
Smith, John, 31 

South Carolina settled, 41 
Spanish-American War, 139 
Stamp Act, 70 
"Star-Spangled Banner," 336 

— when written, 119 
State government, 232-242 
States, divisions of, 235 
Steamboat, invention of, 151 



Telegraph, invention of, 158 
Telephone, invention of, 158 
Town meeting, 239 
Travel in colonial times, 54 
Trenton, Battle of, 82 
Trials, criminal, 265 



United States in World War, 160- 
169 



Verdict, jury, 265 
Verrazano, 25 
Vespucius, Americus, 12 
Veto, President's, 211 
Vice-President, election of, 259 
Virginia House of Burgesses, 33 
Voters, who are, 236, 303 
Voting machines, 261 



War of 1812, 117-119 
Washington, George, early life of, 
60, 65-68 

— President, 100-103 
Williams, Roger, 38 
World War, 160-169 

— cost of, 167 

(1) 



